F-.JW* 


7 


JUL  i  1 


6**  OREGON 
AG&CULTURA1 

LLEGE 


Digitized  by  the  Internet  Archive 
in  2013 


http://archive.org/details/lifecareerOOoreg 


V 


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1 


Oregon 
AgriculturalCollege 

A  National  and  State  Institution 


&c 


Dedicated  to  the  Work  of 
Enriching   Rural    Life, 
Dignifying  the  Industries, 
Uniting  Learning  and  Labor 

Published  by+heCblleqe 
Corvallis  —   Oregon 


J    LV-4 


I 


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CHOICE  OF  LIFE-WORK. 

"Then  there  comes  the  question  of  the  life-work  of  your  Boy.  It  is  here  that  some 
of  the  greatest  blunders  of  parents  arc  made.  These  blunders  are  needless  because 
heedless. 

"The  nature  of  the  Boy  has  decided,  or  is  deciding,  the  place  in  life  that  he  can  Jill 
with  the  greatest  satisfaction  to  himself  and  others.  The  natural  bent  toward  this  or 
that  occupation  is  in  the  Boy.  As  his  father,  it  is  your  business  to  find  that  bent  in 
his  early  life.  When  you  have  found  it,  foster  it  in  every  legitimate  way.  Never  op- 
pose it  by  trying  to  make  something  else  of  him. 

"Nature  has  put  within  your  Boy  the  embryonic  qualities  of  the  engineer,  the 
carpenter,  the  blacksmith,  the  physician,  the  lawyer,  the  merchant,  the  preacher,  the 
teacher,  the  farmer — some  one  of  the  many  occupations  of  men  in  life.  These  quali- 
ties you  are  to  discover  and  aid  in  their  realization.  They  may  run  athwart  your 
plans  for  him,  and  counter  your  dearest  wishes;  but  if  you  are  wise,  and  have  garnered 
anything  worth  while  out  of  your  experience  in  the  world,  you  will  not  attempt  to  force 
your  Boy  into  some  sphere  of  life-work  for  which  it  is  apparent  he  has  no  natural  bent, 
no  aptitude,  no  earnest  desire  or  thought  or  eyithusiasm. 

11  You  may  sincerely  desire  a  reproduction  of  yourself  in  your  Boy,  so  far  as  occu- 
pation is  concerned,  a  desire  to  make  him  another  YOU;  and  happy  are  you  if  nature 
in  the  Boy  is  with  you  in  it.  But  the  blunder  of  all  blunders  will  be  the  effort  to  make 
him  a  merchant,  or  a  lawyer,  or  a  preacher,  if  nature  has  outfitted  him  for  a  farmer,  a 
mechanic,  or  an  artist. 

"Study  his  originality,  his  initiative.  Recognize  the  personal  peculiarities  of 
your  Boy  in  these  matters,  then  cheerfully  guide  and  aid  his  development  along  his  own 
leanings. 

"If  you  do  not,  and  you  push  him  or  persuade  him  into  some  other  place,  perchance 
because  it  anguishes  your  soul  to  see  the  smut  of  the  shop  on  him,  you  will  see  him  as  a 
square  man  in  a  round  hole,  or  a  round  man  in  a  square  hole — a  misfit  for  life,  a  sadly 
pathetic,  spoiled  life.  In  the  wretchedness  of  dissatisfied  existence,  the  fret  and  chafing 
of  it,  in  its  failure  of  success,  your  Boy  will  pay  the  penalty  of  your  heedless,  needless 
blunder  of  trying  to  defeat  a  natural  law.  These  things  have  their  price,  and  the  price 
must  be  paid. 

"If  your  Boy  has  a  natural  taste  and  aptitude  for  music,  do  not  spoil  a  successful 
career  in  this  direction  by  trying  to  make  him  drop  it  for  the  tools  of  a  mechanic.  It  is 
safer,  and  far  more  sane,  to  let  him  follow  his  ambition.  Encourage  it.  If  the  Boy 
would  rather  play  with  tools  than  eat,  stand  by  him.  Pitch  your  own  notions  to  the 
winds,  and  help  him  develop  his  individuality  in  its  own  natural  direction.  The  bent 
of  your  Boy  will  reveal  itself  in  one  way  or  another. 

"My  own  Boy  wanted  one  of  two  things,  and  the  desire  came  out  in  a  queer  way. 
Getting  off  a  train  and  walking  past  the  powerful  locomotive  behind  which  we  had  been 
travelling  swiftly,  my  Boy  pulled  at  my  arm  and  pointed  to  the  cab  of  the  engine,  saying: 
"Up  there  is  where  I  want  to  be.  papa;"  then  he  added,  "or  behind  the  guns  in  the  navy." 

"I  had  altogether  different  plans  and  desires  for  my  Boy's  future,  but  thence  on, 
I  dismissed  them,  never  mentioned  them  to  him,  and  willingly  helped  him  to  a  realiza- 
tion of  his  desire.     I  am  glad  that  I  did,  for  he  is  not  a  misfit,  and  has  made  good. 

"History  is  replete  with  cases  where  the  father  has  attempted  to  take  a  Boy  away 
from  nature  and  make  a  misfit  of  him,  and  nature  has  always  won  out  .  ...  It 
is  wise  for  you  to  find  out  which  way  nature  is  leading  your  Boy  in  the  matter  of  life- 
work,  then  cheerfully  acquiesce,  and  help  the  Boy  on  his  way" — Kenneth  H.  Wayne, 
in  "Building  Your  Boy;"  By  permission  of  A.  C.  McClurg  8c  Co.,  Publishers. 


®l|P  Htfr  (Hare n 


"It  is  high  time  that  our  teachers  and  leaders  of  the  people  understood  that  every 
civilized  human  being  gets  the  larger  part  of  his  life  training  in  the  occupation  through 
which  he  earns  his  livelihood,  and  that  his  schooling  in  youth  should  invariably  be 
directed  to  prepare  him  in  the  best  way  for  the  best  permanent  occupation  for  which 
he  is  capable.  In  other  ivords,  the  motive  of  the  life-career  should  be  brought  into  play 
as  early  and  fully  as  possible." — President  Charles  W.  Eliot. 


"When  my  boy  entered  college  he  chose  his  own  field  of  study.  I  made  no  attempt 
to  control  his  future  work  by  controlling  his  choice  of  a  college  course.  All  my  life  I 
have  followed  a  calling  I  did  not  choose.  My  father  was  an  English  sailor,  and  I  wanted 
to  be  a  marine  engineer;  but  necessity  kept  me  in  another  field." 
These  are  the  words  of  a  man,  still  on  the  eastern  slope  of  life, 
who  has  the  reputation  of  very  substantial  success  in  his  calling. 
Yet  he  regrets  the  necessity  that  drove  him,  as  a  boy,  into  the  near- 
est profession  and  bereft  him  for  good,  in  spite  of  subsequent  suc- 
cesses, of  the  youthful  training  necessary  in  his  cherished  line  of  work.  Referring 
to  his  son's  choice  of  a  college  course,  he  added,  "In  selecting  mechanical  engineering, 
I  think  my  boy  chose  naturally  and  wisely." 


The  Course  and 
the  Calling 


GLIMPSE  OF  THE  FRONT  CAMPUS. 


MECHANICAL  HALL. 

It  was  the  frank  assumption  of  this  father  that  vocation  and  education  are  insepar- 
able. It  is  the  assumption  of  most  people  who  look  upon  a  college  education  as  any- 
thing more  than  a  fashion  to  be  observed  for  the  sake  of  good  form.     "What  are  you 

going  to  be?",  is  the  question  aimed  at  the  youth  who  starts  for 
Vocation  and  college.     "What  are  you  studying  for?",  is  the  first  question  ex- 

Education  changed  by  new  acquaintances  on  the  campus. 

Inseparable  Formerly  a  youth  went  to  college  only  to  study  for  the  ministry, 

later  for  the  law  or  for  medicine,  still  later,  for  finance,  for  engineer- 
ing, for  bookkeeping,  or,  vaguely,  for  journalism.     Vaguely;  since  the  youth,  after 


AN  AFTERNOON  BAND  CONCERT 


specializing  in  English  for  four  years,  during  which  he  has  edited  several  of  the  college 
periodicals,  written  a  college  play  or  two,  and  contributed  verses  and  short  stories  to 

popular  magazines,  finds  himself,  at  graduation,  confronted 
The  Vocations  with  this  sort  of  a  dismissal  by  the  managing  editor  of  a  metro- 

and  the  Old  politan    daily:     "No,    Sir;    these    are    not    qualifications.     They 

College  Course  are   disqualifications.     They   disqualify   you    for   doing   the   only 

sort  of  work  that  the  management  of  a  great  daily  paper  can 
entrust  to  its  new  subordinates." 

This  was  only  yesterday  in  the  history  of  education.  Yesterday,  we  that  did  not 
study  law  or  medicine  or  general  engineering,  simply  studied  for  the  degree  of  B.  A. 
or  B.  S.,  with  the  implicit  conviction  that  it  was  the  master-key  to  unlock  any  door — 

an  illusion  swiftly  shattered  when  we  reached  the  door.  We 
Real  Life  studied    books.     We   dealt   in   sweet   abstractions.     We   indulged 

and  in  glad  anticipations.     Then  we  drifted  about  for  a  year  or  two 

Illusions  while  these  glad  anticipations  cooled.     Incidentally,  we  observed 

that  the  people  engaged  in  the  actual  affairs  of  life  studied  nature 
chiefly,  and  human  nature;  that  they  dealt  with  concrete  things — tickets,  freight, 
quarter-sections,  log  booms,  grades,  bridges,  galleys  of  type,  proof,  pigments,  stump- 
age,  court  calendars,  primary  elections,  range  steers,  surgical  operations — and  that, 
for  the  most  part,  they  were  so  happily  absorbed  in  some  energizing  occupation,  brist- 
ling with  possibilities  and  radiant  with  enthusiasm,  that  they  wasted  no  concern  what- 
ever over  the  tardy  fulfillment  of  any  morbid  or  ill-conceived  ambitions,  and  could 
little  sympathize  with  those  unfortunates  whose  education  had  saddled  them  with  a 
pack  of  these. 


RETURNING  FROM  A  NOONDAY  MEETING  IN  THE  ARMORY 


This  was  yesterday.  Today,  the  young  man  seeking  a  higher  education  can  pick 
out  his  life  career  and  the  college  training  to  fit  him  for  it.  He  can  choose,  for  instance, 
to  work  in  the  national  forest,  building  trails  and  marking  boundaries,  providing  fire- 
breaks, planting  seeds  for  propagating  new  or  different  species  of  trees  and  grasses, 
and  projecting  plans  for  the  most  permanently  profitable  method  of  handling  the  tim- 
ber, and  he  can  find  the  special  training  for  such  interesting  services  in  a  School  of 
Forestry.  He  may  aim  to  enter  business,  or  follow  the  exacting  but  polished  duties  of 
a  private  secretary,  and  he  will  find  the  specific  training  for  the  technical  duties  of  these 
vocations,  as  well  as  much  helpful  instruction  in  the  larger  problems  of  the  work,  in 
the  various  courses  of  a  School  of  Commerce.  He  may  aspire  to  be  an  expert  machinist, 
handling  the  intricate  and  precise  tasks  of  a  worker  in  iron  and  steel,  a  maker  of  mas- 
sive instruments  as  delicate  in  operation  as  the  poised  magnetic  needle,  and  he  will 
find  in  mechanical  engineering  exactly  the  training  he  desires.     He  may  want  to  be  a 

horticultural  expert,  to  aid  in  the  development  of  some  potential 
Choices  of  Eden;  to  protect  the  fruit-wealth  of  an  abundant  commonwealth 

Vocational  from  the  inroads  of  disease  and  the  ravages  of  insect  pests;  or  to 

Training  Today        engage    in    the    mysteries    of    propagating    new    and    wondrous 

fruits,  and  he  will  find  in  the  School  of  Agriculture  the  ex- 
tended  horticultural  training   that  he  needs.      He  may  choose  to  rear  fine  horses, 


'BAROMETER  DAY"  AND  CONVOCATION. 


sheep,  or  dairy  cattle,  or  learn  the  varied  and  responsible  duties  of  farm 
management,  and  he  will  find  in  the  courses  in  animal  hushandry,  dairy 
husbandry,  and  agronomy  such  training  as  will  give  him  both  confidence  and 
enthusiasm  for  such  a  life  career.  He  may  wish  to  be  a  veterinarian,  practicing  the 
arts  of  medicine  and  surgery  that  save  the  lives  of  thousands  of  the  dumb  friends  of 
humanity,  and  he  will  find  in  the  courses  in  veterinary  science  both  the  theory  and  the 
practice  to  fit  him  for  this  humane  service.  He  may  have  had  an  insight  into  the  clay  in- 
dustries, and  desire  such  scientific  instruction  as  will  enable  him  to  engage  in  pottery 
making  or  to  conduct  a  tile  factory,  and  in  the  ceramics  courses  of  the  School  of  Mines 
he  will  be  given  the  instruction  he  requires.  And  thus  through  a  score  or  more  of  use- 
ful vocations,  as  they  are  presented  in  a  progressive  land-grant  institution  like  the 
Oregon  Agricultural  College. 

Such  practical  instruction  as  this  is  already  becoming  common  in  the  educational 
centers  of  the  country.  Yet  the  work  is  only  at  its  beginning.  It  must  be  extended 
and  intensified  until  every  one  of  the  leading  industries  has  its  representative  training 
school  in  the  organization  of  the  state  colleges.  In  Germany 
the  industrial  schools  are  not  only  numerous,  but  they  are  de- 
veloped to  such  a  point  that  they  train  for  a  trade  as  if  it  were  a 
profession.  As  a  consequence,  industrial  ideals  are  high  and 
the  rewards  of  industry  are  correspondingly  constant  and  satis- 
city     of     Munich,     for     instance,     training     in     fifty-two     trades 


Vocational 
Training  an 
Investment  in 
Human  Power 

fying.       In     the 


Ht 


DEAN  COVELL  ADDRESSING  THE  "PANAMA"  MASS  MEETING. 


SENIOR  TREE  PLANTING. 

is  open  to  youths  who  have  completed  the  elementary  schools,  and  fa- 
cilities for  new  trades  are  steadily  being  added.  As  new  processes  are  cre- 
ated, a  demand  arises  for  utterly  new  work,  and  new  occupations  are  born.  By 
keeping  abreast  of  these,  the  industrial  colleges  conserve  both  the  wealth  and  the  po- 
tential skill  of  the  people;  for  education  of  this  type  is  an  investment  in  human  power. 

The  benefits  of  industrial  education  to  the  states  and  to  the  community  are  ob- 
vious.    Its  practical  benefits  to  the  student  are  equally  obvious.     But  its  benefits  to 


TREE  PLANTING,  CLASS  OF  1914. 


10 


Superlative 
Worth  of  the  Life 
Career  Motive 


the  very  process  of  the  student's  education  are  often  overlooked.     Yet  these  are  greatest. 

Absolutely  they  are  greatest.  The  student  who  has  made  his  choice  of  a  life  career, 
and  has  found  the  training  that  prepares  him  for  it,  has  made 
one  of  the  signal  achievements  of  a  life-time.  He  is  no  longer  a 
source  of  anxiety  to  his  parents  and  his  friends;  he  is  henceforth 
no  burden  to  society.  He  carries  himself;  he  directs  himself.  In 
the  clear  consciousness  of  the  relation  between  life  and  learning,  he 

hungers  after  education  and  builds  its  materials  into  the  growing  structure  of  his  ideals. 
Such  a  youth  is  safe  in  almost  any  environment.     He  has  a  motive;  he  is  occupied. 

When  he  selects  his  college,  he  does  not  choose  it  as  the  idler  chooses  a  winter  resort, 

for  the  mere  pleasure  it  will  afford  him.  He  chooses  it  for  efficiency,  for  the  training 
it  can  give  him;  and  he  demands  the  best. 

The  success  of  such  a  student  is  pretty  definitely  assured.  It 
is  not  simply  that  he  sticks  to  business;  but  that  he  makes  every- 
thing his  business  that  can  enrich  and  broaden  the  special  field 
of   his   endeavors.     He   takes   toll   of   everything   that   enters   his 

experience,  for  the  upbuilding  of  his  vocational  capital.     To  this  end,  he  levies  upon 

all  the  arts  and  sciences;  and  in  doing  so  he  is  no  smatterer:  he  is  the  round-up  expert 

who  knows  instantly  the  brand  he  seeks. 

I  have  heard  both  the  dean  and  the  most  experienced  professor  in  the  College  of 

Education  of  one  of  our  great  universities  of  the  Middle  West  declare  in  public  gatherings 


It  Broadens 
and  Intensifies 
Endeavor 


MANEUVERING  FOR  POSITION. 


11 


J^Lss 


The  Motive 
Applies  in 
School  as  in  Life 


that  the  students  who  came  to  them  from  normal  and  technical  training  schools  were 
by  far  the  best  students  in  the  university.  They  knew  how  to 
study,  because  they  knew  what  they  were  studying  for.  It  is  the 
rule  of  life.  As  President  Eliot  puts  it,  "All  of  us  adults  do  our 
best  work  in  the  world  under  the  impulse  of  a  life-career  motive." 
What  of  the  student  in  the  schools?  Is  it  not  reasonable,  and 
commendable  too,  that  he  should  do  the  same — that  he  should  take  a  vital  interest 
in  his  studies  in  proportion  as  he  finds  them  of  service  to  his  chosen  work  in  life? 

Here,  in  fact,  is  the  gist  of  the  whole  difference  between  the  great  majority  of  youths 
who  do  well,  and  those  who  do  ill  in  their  life  at  college.     On  the  one  hand,  is  the  youth 
who  has  a  definite  motive,  as  far  reaching  and  as  vital  as  his  life  career;  on  the  other, 
is  the  youth  without  an  aim,  innocent  enough  in  the  start,  no 
Positive  and  doubt,  and  often  both  brilliant  and  generous,  but  ill-directed, 

Negative  in  negative,  and  in  the  end  both  idle  and  vicious. 

College  Life  Here  is  the  situation.     We  separate  our  young  boy  from  growing 

fields  and  noble  animals,  the  healthy  discipline  of  home  tasks, 
and  the  refreshing  uplift  of  inspiring  mountains,  to  send  him  to  some  celebrated  seat 
of  learning  in  the  midst  of  populous  cities,  and  are  surprised  that  on  his  return  he  has 
transferred  all  his  enthusiasms  to  motor  cars  and  yachts,  vaudeville  and  prima  donnas. 


SCENES'LIKE  THIS  INVITE  THE  ANIMAL  HUSBANDMAN. 


12 


We  put  the  boy  in  an  atmosphere  as  remote  from  trade  and  fruitful  toil  as  I  he  Indulgent 
youths  of  the  Decameron,  and  then  marvel  that  he  does  nothing  but  entertain  himself. 
We  isolate  him  from  the  prodigious  energies  of  manufacturing  and  commerce,  and 

the  inspiring  examples  of  everyday  service  in  the  home  and  in  the 
The  Menace  of  community,  and  are  amazed  at  his  embarrassment  or  contempt 

an  Aimless  in  the  presence  of  these  specific  realities.     We  send  him  into  the 

College  Life  very  presence  of  a  dazzling  display  of  wealth  and  luxury,  where 

liquors  are  apparently  common  beverages,  and  are  shocked  at  the 
levity  with  which  he  looks  upon  dissipation.  We  send  him  out  industrious,  aspiring, 
full  of  a  modest  confidence  in  the  prizes  he  has  won  in  local  contests,  and  we  get  him 
back  indifferent,  indulgent,  contemptuous  of  heroic  effort,  be  it  either  high  or  humble. 
Under  our  breath  we  curse  the  boy.     But  the  poor  boy  is  the  victim. 

He  is  the  victim  of  the  fashion  for  a  higher  education,  regardless  of  the  kind.  He 
goes  to  college  for  the  same  reason  that  certain  people  go  to  the  seaside  or  to  the  country 
every  summer:  it  is  che  custom.     And  he  gets  about  as  much  out  of  the  experience. 

He  has  not  been  taught  to  appreciate  the  critical  issues  of  life 
Where  anc*  to  seize  upon  them  as  they  are  opportune  to  the  hour.     Very 

Initiative  naturally,  therefore,  if  he  has  any  volition  in  the  matter,  he  has 

Wanes  picked   out   the   wrong   college — the  one   out   of  sympathy   with 

industrial  utility,  with  vocational  ideals,  and  the  whole  imminent 
problem  of  practical  usefulness  and  human  service.  As  a  consequence,  inevitable 
as  the  change  of  tides,  he  loses  both  initiative  and  character. 


GREEN  VALLEYS  TO  DELIGHT  THE  DAIRYMAN. 


13 


sm^fsasmss  ■     •_..-■•.- 


THE  NEW  MEN'S  GYMNASIUM,  UNFINISHED. 

For  the  motive  of  the  life  career,  as  it  vitalizes  the  student's  work,  gives  decision 
also  to  his  character.  On  this  account  many  of  our  most  responsible  leaders  in  the  field 
of  education  are  advocating  the  early  and  vigorous  development  of  this  motive  in  the 
schools.  They  have  great  faith  in  its  effect  upon  education,  based  partly  upon  its  pro- 
nounced success  in  Germany,  partly  upon  its  convincing  progress  in  Massachussetts, 


A  GROUP  OF  PORTLAND  AD  CLUB  VISITORS. 


14 


in  Gary,  Indiana,  and  other  sections  of  the  United  States.      Yet   the  movement,  chiefly 
because  of  two  popular  objections,  still  lags.     The  objections  are, 
Objections  to  first:  pupils  in  the  elementary  schools,  and  even  students  in  the 

Early  Choice  secondary  schools,  are  too  young  to  make  a  final  choice  of  a  life 

of  \  OCCltlon  career;  second,  if  a  foundation  of  liberal  culture  does  not  precede 

the  vocational  training,  real  culture  will  never  be  acquired.  The 
slogan  of  the  objectors  of  the  first  class  is,  "Teach  the  disciplinary  studies";  that  of 
the  objectors  of  the  second  class  is,  "Postpone  as  long  as  possible  the  selection  of  your 
specialty." 

As  to  the  first  objection,  practically  all  the  scientific  information  that  is  available, 
denies  it.  Of  the  thousands  of  boys  who  have  entered  the  trade  schools  of  Massachu- 
setts, having  definitely  chosen  a  trade  on  entrance,  only  two  per  cent  have  changed  their 
original  choice.  Out  of  the  fourteen  hundred  students  in  the  academic  colleges  of 
the  University  of  Minnesota  in  1912,  fully  ninety-five  per  cent  had  decided  upon  their 
life  work  and  were  shaping  their  college  courses  to  that  end;  while  of  these,  fully  two- 
thirds  had  made  this  important  choice  during  their  high  school 
Yet  Early  course  or  before.     No  less  than  twenty-one  per  cent,  indeed,  had 

Choices  are  chosen   their  occupations  while  still  in   the  elementary  school. 

Usually  rinal  With   intelligent    vocational    guidance   in    the    grades,    this    pro- 

portion would  doubtless  be  trebled. 
The  truth  is,  that  youths  in  the  later  teens  need  vocational  experience.     They 


AD  CLUB  VISITORS  ENJOYING  THE  BAND  CONCERT 


15 


are  eager  to  work  with  tools,  to  handle  machinery,  and  to  engage  in  affairs  of  trade. 
Too  immature  to  participate  in  the  actual  business  of  life,  they  are  yet  keenly  alive 

to  instruction  in  their  favored  vocations.  It  is  the  function  of 
Youths  Seek  tne  schools  to  give  this  industrial  instruction.     In  doing  so,  they 

Vocational  are  performing  a  double  service.     On  the  one  hand,   they  hold 

Experience  back   from   the   industrial   world   the   immature   and   ill-trained 

workers,  and  on  the  other  hand,  they  vitalize  the  work  of  the 
school  and  upbuild  the  resources  of  its  students. 

As  to  the  second  objection,  the  evidence  is  almost  as  clear.  Essential  culture  is 
identical  with  human  service.  No  amount  of  aesthetic  appreciation,  sealed  up  in 
insulated  personalities,  can  outweigh  the  constructive  service  of  the  really  competent 

worker.  Postponing  the  training  for  a  specialty,  may  doubt- 
True  Culture  ^ess  increase  the  store  of  knowledge;  but  it  risks,  at  the  same  time, 

Needs  Human  that  familiar  contact  with  life  without  which  the  store  of  knowledge 

Contact  is  almost  useless.     Many  a  man  is  over-educated.     He  goes  on 

from  degree  to  degree  until  he  becomes  so  accustomed  to  academic 
shades  that  he  dreads  the  glare  of  the  world.  Professor  Barrett  Wendell  used  to  remark 
to  his  classes  that  there  were  men  in  Harvard  whom  the  institution  could  not  wean. 


DANCE  OF  THE  ROSES-1913  PAGEANT 


16 


But  there  is  another  phase  of  the  problem,  broader,  perhaps,  than  this.  It  is  a 
question  of  mental  development.  Which  of  two  men  is  in  position  for  ultimate  culture 
and  broad  outlook-  the  one  who,  having  taken  a  liberal  education,  finds  himsel    at 

graduation  unfitted  for  any  employment  that  he  is  willing  to 
Culture  and  accept,  and  flounders  about  for  years  looking  for  his   "niche," 

Practical  ill-paid  and  ill-content  with  his  career,  or  the  other,  who,  having 

success  graduated  from  a  particular  department  of  a  technical  college, 

immediately  enters  a  trade  or  profession,  for  which  his  training 
has  specifically  prepared  him,  and  in  which  he  finds  himself  immediately  competent 
and  immediately  self-supporting?  Which,  at  the  end  of  ten  or  fifteen  years,  is  in  posi- 
tion to  lead  a  life  of  essential  culture — the  liberal  arts  misfit,  who  has  come  at  last  into 
harmony  with  his  environment,  or  the  efficient  technically  trained  man,  a  leader  in 
his  field? 

Js  it  plausible,  moreover,  that  a  man's  capacity  for  culture,  for  the  aesthetic,  for 
the  treasures  of  literature,  art,  and  social  service,  should  cease  because  he  has  early 
acquired  a  competent  foothold  in  business?     Is  early  youth  the  only  period  when  a 

man  or  woman  can  look  upon  beauty  with  joy  and  engage  in  the 
Growth  in  inspiring  struggle  for  community  uplift?    On  the  contrary,  is  not 

Years  and  youth  peculiarly  a  time  for  zealous  pursuit  of  the  crafts,  for  con~ 

Culture  crete  successes  in   trade  and  industry,   for  substantial  progress 

in  material  enterprises?  And  in  the  same  measure,  is  not  the 
less  youthful  age  the  time  when  the  finer  appreciations  ripen,  when  the  more  altruistic 


YAMHILL  COUNTY  TEACHERS  VISITING  0.  A.  C. 


17 


motives  prevail,  when  such  treasures  as  Shakespeare  and  Emerson,  and  the  glories  of 
Michael  Angelo,  and  the  majesty  of  the  Grand  Canyon — but  lightly  regarded  in  the  days 
of  first  acquaintance  in  high  school — take  hold  on  the  heart  at  last,  making  deeds  of 
aspirations,  and  realities  of  day  dreams?  In  short,  are  we  not  overdoing  the  steero- 
cube  method  of  imparting  aesthetic  culture  to  our  youngsters,  at  a  time  when  their 
enthusiasms  are  not  ripe  for  Sesame  and  Lilies  and  the  Ode  on  a  Grecian  Urn,  but  for 
tools  and  typewriters,  the  clink  of  trade,  and  the  hum  of  industry. 

I  think  so.     I  think  the  complaint  that  practical  people  have  been  making  against 

our  system  of  public  education,  is  largely  a  result  of  this  failure  to  take  advantage  of 

the  industrial  motive  at  the  critical  moment  in  the  development  of  our  youths.     "To 

everything  there  is  a  season  and  a  time  to  every  purpose  under 

the  heavens."     Youth  is  the  time  for  the  motor-activities,   for 

concrete  interests,  and  for  progress  in  material  things.     It  is  the 

time  when  the  energies  and  enthusiasms  should  be  enlisted  in 

the  practical  side  of  the  vocations,  instead  of  the  merely  theoretical 

principles  lying  behind  them.     Through  acquaintance  with  these  phases  of  a  life  work, 


"Testing  out" 
for  the 
Vocations 


A  GLTMPSE  OF  THE  1913  PAGEANT. 


18 


the  youth  learns  to  test  his  genuine  preferences;  to  be  cautious  of  mere  fancied  interests; 
to  reject  outright  the  choice  that  proved  a  passing  whim,  and  to  take  firm  hold  of  the 
things  that  possess  his  heart. 

"The  ages  between  twelve  and  twenty,"  declares  John  W.  Alexander,  the  successful 
Y.  M.  C.  A.  worker,  "are  the  years  when  the  great  life  choices  are  made."  Then  the 
hopes  are  virgin,  and  the  initiative  is  strong.  This  is  the  time  to  choose,  to  avoid  con- 
fusion later. 

"Usually  by  the  time  a  boy  has  reached  the  age  of  making  a  choice,"  says  Francis 
E.  Leupp,  in  the  Outlook,  "he  is  capable  of  making  one,  and  is  reluctant  only  from 
indolence  or  self-distrust.  He  may  never  have  regarded  life  seriously,  having  a  vague 
notion  that  he  is  going  to  be  taken  care  of  somehow;  he  therefore  postpones  indefinitely 
the  day  of  settling  down."  And  here  comes  in  the  function  of  the  vocational  guide — 
the  teacher,  the  parent,  the  athletic  director,  or  the  social  worker,  who  helps  the  youth 
to  "come  to  himself,"  and  to  start  out  on  the  training  that  nature  seems  to  have 
stamped  him  for.  This,  of  course,  is  not  always  easy  to  determine.  But  it  is  just 
those  youihs  who  are  wavering  in  their  own  convictions  that 
The  Field  for  need  the  most  careful  attention.     It  is  not  the  genius  whose  edu- 

the  Vocational  cation  the  public  schools  are  commonly  called  upon  to  fashion; 

Guide  it  is  the  average  American  youngster,  who  will  lead  an  average 

American  life.  To  make  him  efficient  and  happy,  in  one  of  the 
great  channels  of  industry  along  which  the  bulk  of  mankind  are  moving — this  is  the 
high  but  usual  task  of  the  industrial  teacher,  the  vocational  guide.  Occasionally 
the  task  is  more  delicate,  and  the  results  more  massive  and  inspiring;  for  geniuses  do 


COMING  INTO  ACTION 


19 


CAPT    MERRY  AND  COMMANDANT  HENNESSEY  INSPECTING  THE  LAST  COMPANY. 

occasionally  rise  from  the  public  schools,  and  teachers  are  agents  in  their  progress. 
In   this  important  work,   The   Oregon   Agricultural   College  is 
Triple  performing  a  treble  service:  it  trains  youths  in  its  regular  College 

Service  courses  for  the  standard  vocations  of  life;  it  trains  teachers  in  its 

of  0.  A.  C.  courses  in  industrial  pedagogy  to  carry  the  industrial  message  to 


* 


%  . 

'iMFx           ^ 

' 

CAUTHORN  HALL,  CLOUDED  MARY'S  PEAK  IN  DISTANCE. 


20 


FORESTERS'  CAMP. 

the  schools  that  may  employ  them;  and  it  carries  to  every  school  in  the  common- 
wealth, that  will  take    the  steps  to  start  it,   the  helpful   service 
The  Public  of  the  Boys'  and  Girls'  Industrial  Clubs. 

Interest  is  The  importance  of  this  work,  in  its  helpfulness  and  its  mag- 

Quickening  nitude,  is  being  more  keenly  appreciated  from  month  to  month, 


CENTRAL  FRONT  CAMPUS. 


21 


not  only  by  the  leaders  in  industry  and 
education,  but  by  the  reading  public  as 
well.  Books  and  magazine  articles,  the 
product  in  some  instances  of  years  of 
study  and  practice  in  this  peculiar  field, 
are  quickening  public  thought  into  act- 
ion, until  this  effort  for  vocational 
guidance  promises  to  be  one  of  the  most 
constructive  features  of  the  whole  in- 
dustrial movement.  Among  the  maga- 
zine] articles,  several  are  quoted  from 
in  this  bulletin.  A  recent  article  by 
Benjamin  G.  Gruenberg,  in  the  Scientific 
American,  analyzes  with  careful  pre- 
cision certain  successful  experiments  in 
vocational  guidance. 

"In  cooperation  with  employers  and 
with    the    school     system,"    says    Mr. 
Gruenberg,  "this  form  of  social  service 
is  rapidly  assuming  a  prominent  place 
in  the  activities  of  a  progressive  commu- 
nity. The  business  man  who  wanted  the 
schools  to  give  him  ready  made  office 
boys  and  machine   operators  may  find 
that  he  can  help  the  schools  to  give  him 
something    even    better.       The    school 
man,    who  was  naturally  suspicious  of 
the   clamor   for   'industrial   education', 
may  find  that  it  is  possible  to  reorganize  the  school  to  meet  the  new  demands  without 
losing  any  of  the  ideals  for  which  he  has  stood — indeed,  with  a  good  prospect  of 
strengthening  the  hold  of  his  ideals  upon  the  whole  community. 

"Surveys  made  in  several  cities  during  the  past  four  or  five  years  have  brought  out 

the  fact  that  much  of  the  drifting  and  floundering    among   the  standard  vocations 

can  be  charged  directly  to  the  schools.     This  is  true  not  because  the  schools  have  been 

inefficient  in  doing  their  special  work;  on  the  contrary,  they  have 

been  increasingly  efficient  in  this  work  for  many  years  past.     But 

the  schools  have  been  remiss  in  that  they  have  not  with  sufficient 

alacrity  adapted  themselves  to  the  changing  conditions  of  social 

and  economic  life.     Nearly  three-fourths  of  the  children  who  leave 

school  when  the  law  allows,  do  so  not  because  of  direct  economic  pressure  in  the  home, 


THE  FIELD  WIRELESS 


Why 
Children 
Leave  School 


22 


Emphasis 
on  the 
Producer 


but  because  the  school  has  lost  its  grip  upon  the  children.  This  is  to  be  explained  by  the 
fact  that  the  schools  continue  to  give  to  all  the  children  just  that  particular  pabulum 
which  was  satisfactory  a  generation  or  two  ago  to  a  small  fraction— a  selected  fraction — 
of  the  children.  But  the  mass  of  the  children  are  different  from  that  selected  fraction 
in  just  this,  that  they  are  thing-minded,  motor-minded,  not  word-  or  symbol-minded, 
like  their  teachers." 

Chief  among  the  books  on  the  subject,  especially  as  a  hand-book  for  teachers 
and  parents,  is  "Vocational  Guidance,"  by  J.  Adams  Puffer,  Director  of  the  Beacon  Vo- 
cational Bureau,  Boston,  and  author  of  "The  Boy  and  His  Gang".  In  this  book  the 
author  develops  the  fact  that,  "What  we  need  is  emphasis  on  the 
producer,  that  shall  dignify  home  work,  agriculture,  and  the  me- 
chanic arts,  and  make  every  boy  and  girl  feel  how  necessary  and 
how  worthy  is  the  task  to  which  he  looks  forward."  He  argues, 
in    general,    for    the    dignifying    of    agricultural     pursuits,    the 

skilled  mechanical  trades,  and  business, 
sounding  a  warning  against  the  cleri- 
cal pursuits  and  the  crowded  learned 
professions.  "The  farmer,"  he  says, 
"though  he  works  long  and  hard  with 
his  hands,  belongs  in  his  social  affilia- 
tions with  the  business  and  professional 
castes  rather  than  with  the  so-called 
'laboring  classes.'  He  does  not,  like 
the  mechanic,  learn  his  trade  once  for 
all  and  then  go  on  repeating  himself  for 
the  rest  of  his  days.  Rather,  is  he,  on 
the  contrary,  like  the  surgeon,  explorer, 
engineer,  surveyor,  geologist,  sculptor, 
essentially  a  brain  worker  despite  strong 
muscles  and  skilled  hands."  This  being 
true,  the  farms  cannot  be  intelligently 
handled  by  other  than  competent  hus- 
bandmen, preferably  native  to  the  soil, 
who  devote  their  life  energies  to  the 
work. 

Discussing  the  mechanic  arts,  he 
says  concerning  the  city's  problem,  "In 
a  very  real  sense,  then,  at  the  present 
time  and  in  this  country,  the  whole 
problem  of  vocational  guidance  in  the 
city  focuses  on  this  group  of  high-skilled 


GOVERNOR  WEST  AND  THE  INSPECTION  STAFF 


23 


The 

Overcrowded 

Professions 


mechanical  workers.     Our  object  should  be,  in  general  terms,  to  bring  up  into  it 
from  below  every  promising  boy  or  girl  who  has  a  reasonable  chance  to  'make  good'  in 
it,  to  swing  across  from  the  clerical  vocations,  on  the  same  level 
77jg  all  the  boys  and  girls  whose  predilections  are  not  clearly  on  the 

City's  clerical  side,  and  to  hold  back  from  the  business  and  professional 

Problem  group  such  persons  as  seem  to  aspire  beyond  their  possibilities. 

This  is  the  hole  in   the  industrial  system  that  needs  to  be  filled. 
These  also  are  the  productive  workers  who  add  especially  to  the  world's  wealth." 

Concerning  the  learned  professions  as  prospective  fields  of  labor,  he  says,  "Truth 
is,  the  professions  in  America  are  scandalously  overcrowded.  In  1890  there  was  one 
lawyer  to  each  eight  hundred  persons,  children  included;  in  1900,  one  to  each  six  hun- 
dred and  fifty;  in  1910  the  number  had  grown  to  one  for  each  five 
hundred.  Of  doctors,  there  is  one  to  every  six  hundred  potential 
patients,  of  whom,  obviously,  even  during  an  epidemic,  only  a 
small  number  are  ever  sick  at  the  same  time.  ...  In 
general,  the  proportion  of  American  men  and  women  in  the  pro- 
fessions is  about  twice  as  large  as,  for  example,  in  Germany.  And  there  is  no  dearth 
there!"  Continuing  this  discussion,  he  declares  that  while  the  prizes  in  some  of  the 
professions  are  high,  they  are  few  in  proportion  as  they  are  high,  and  that  the  average 
professional  man  in  the  United  States,  ten  years  or  more  after  completing  his  formal 

education,  does  not  make  more  than  $1,500 
a  year.  Yet  even  in  the  face  of  such  facts, 
the  overcrowding  still  goes  merrily  on;  in 
the  vocational  survey  of  the  University  of 
Minnesota  already  referred  to,  fifty  per  cent 
of  the  choices  of  all  the  academic  students 
were  for  either  law  or  medicine.  No  won- 
der, then,  that  Director  Puffer  concludes 
his  comment  on  the  professions  by  such 
pointed  rules  as  these  for  the  vocational 
guide:  "First,  warn  everyone  against  enter- 
ing the  professions.  Second,  swing  as  many 
as  possible  of  those  who  persist  from  the 
older,  'learned'  professions  to  the  newer, 
useful  professions." 

Emphasis  on  the  producer,  the  home- 
maker;  on  agriculture,  and  the  mechanic 
arts;  on  the  newer,   "useful"   professions! 

ON  TIME  FOR  CONVOCATION— PRESIDENT 

kerr  and  MR.  Lincoln  STEFFINS.  —these  are  exactly  the  functions  of  the  state 


24 


agricultural  and  mechanical  colleges;  they  are  exactly  the  functions  that  the  Oregon 
Agricultural  College  has  been  performing  for  the  thirty  years  or  more  of  its  history. 
How  this  is  being  done,  in  the  twelve  degree  courses  and  the  six  vocational  courses  now 
offered  regularly  as  the  curriculum  of  the  College,  is  indicated  briefly  in  the  section  of 
this  bulletin  entitled  Schools  and  Departments.  In  the  meantime,  a  word  about  the 
life  of  the  College  community,  as  affected  by  the  vocational  ideal. 

A  peculiarity  of  the  agricultural  and  mechanical  colleges,  strikingly  testifying 
to  the  invigorating  moral  worth  of  the  life-career  motive,  is  their  high  appreciation 
of  the  robust  virtues — temperance,  clean  habits,   industry,  and  reverence.     This  is 

conspicuously  true  of  the  Oregon  Agricultural  College.     An  atmos- 
.    J,     ,  ,  phere    of    essential    purity    (quite   distinct   from    mere   prudery), 

o      •   7  inherent  in  the  very  childhood  of  the  soil,  is  prevalent  in  the  social 

Atmosphere  l^e    °f    tne    College.     The    use    of    liquor   is  effectually   tabooed 

Through  a  tradition,  voluntarily  instituted  by  the  students  and 
maintained  by  them  from  year  to  year,  smoking  by  College  men  is  not  tolerated  on  the 
campus.  Strangers  sometimes  invade  the  sacred  precincts  with  weeds  alight,  but  the 
fact   betrays   them  as  aliens.     Students  and   faculty  never  do.     Traditions  such   as 


COLLEGE  GREENHOUSES. 


25 


these,  together  with  the  bracing  influence  of  self-government  by  the  students,  help 
to  keep  the  College  life  on  a  high  and  stimulating  level. 

Along  with  this,  is  a  hearty  zeal  for  all  athletic  sports;  for  the  comradeship  and 
discipline  of  service  with  the  cadets;  for  fetes,  and  convocations,  rallies,  class  balls, 
hall  parties,  mountain  jaunts,  and  forest  picnics.     Wholesome  mirth  and  recreation, 

as  well  as  hard  work  and  searching  study,  are  characteristics  of 
A  Wholesome  the   Golle£e  students.     But  their  sport  is  a  community  labor.     It 

Enjoyment  of  is  no  idling  away  of  time.     It  is  prevised  with  elaborate    plans 

Sports  and  anticipations;  and  involves  an  unselfish  emulation.     A  more 

beautiful  and  ingenious  scheme  of  entertainment;  a  more  en- 
trancing afternoon  of  music,  games,  or  spectacles;  a  more  gracious  hospitality;  a  more 
brilliant  or  informing  drama;  or  a  more  gorgeous  "Ag."  Fair,  or  Engineering  Show, — 
these  are  the  motives  that  actuate  their  play.  For  their  play  is  like  their  work:  it  has 
an  aim.  Indeed,  they  seem  to  believe,  with  Brinton,  unconsciously  perhaps,  that, 
"The  measure  of  the  value  of  play  is  the  amount  of  work  there  is  in  it;  and  the  measure 
of  the  value  of  work  is  the  amount  of  play  there  is  in  it." 


A  STUDENT  "RALLY. 


26 


The  test  of  the  efficiency  of  any  college  is  the  citizenship  of  its  alumni.  The  Oregon 
Agricultural  College  is  proud  of  the  records  of  its  graduates.  While  any  tabulation 
of  the  results  of  their  achievements  must  necessarily  be  inadequate,  since  personal 
influence  cannot  be  gauged  in  numbers;  yet  the  following  classi- 
Vocations  fication  of  their  fields  of  labor  is  suggestive  of  the  versatility  of 

of  their  vocations.     Of   the  approximately   1500  graduates,   301   are 

Alumni  housewives,  105  farmers,  109  engineers,  104  teachers,  50  pharma- 

cists, 39  electricians,  37  business  men,  36  professors,  27  attorneys, 
23  agricultural  experts,  19  stenographers,  16  miners,  16  merchants,  13  physicians,  12 
foresters,  12  public  officials,  12  clerks,  569  variously  distributed  through  such  vocations 
as  journalist,  architect,  milliner,  bank  president,  publisher,  nurseryman,  advanced 
student,  etc. 

The  alumni  are  distributed  principally  as  follows:  In  Oregon,  813;  in  California, 
71;  in  Washington,  69;  in  Idaho,  28;  in  New  York,  13;  in  Canada,  6;  in  India,  6;  in  Massa- 
chusetts, 5;  in  the  Philippines,  4;  in  Montana,  4;  in  Michigan,  4;  in  Illinois,  4;  in  North 
Dakota,  3;  in  Alaska,  3;  and  in  Arizona,  3. 


FORESTRY  STUDENTS  CRUISING  TIMBER. 


27 


The  alumni  association  of  the  College,  with  headquarters  in  Portland,  is  a  progres- 
sive and  dynamic  organization,  under  the  leadership  in  1913-14  of  the  following  officers: 
Charles  F.  McKnight,  '98,  President;  Charles  C.  Thompson,  '11,  Vice-President;  John 
H.  Gallagher,  '00,  Secretary. 

The  following  list  of  alumni,  representing  the  different  schools,  is  not  offered  as  an 
adequate  summary  of  the  graduates  of  the  College  in  the  various  vocations  of  life.  The 
list  has  been  hastily  compiled  for  the  sake  of  suggesting  to  prospective  students,  or 
others  interested  in  the  College,  the  names  of  those  who  may 
j  •  f  well  serve  both  as  specific  examples  of  the  practical  application 

of  of  a  technical  education,  and  as  sources  of  authentic  information 

Alumni  regarding  the  training  offered  at  the  College.     None  of  the  men 

and  women  whose  names  appear  here  has  been  consulted  with 
respect  to  the  publication  of  this  list.  Doubtless  any  of  them  who  might  have  been 
consulted  would  have  suggested  other  names  than  their  own. 

GRADUATES  OF  THE  SCHOOL  OF  AGRICULTURE 

Walter  Carlton  Abrams,  '00;  Business  Manager  of  the  "Pacific  Homestead"  and 
"Oregon  Poultry  Journal."     Member  of  Governor's  staff. 

Edwin  Burton  Aldrich,  '00;  Editor  of  "East  Oregonian,"  of  Pendleton,  Oregon. 

Ralph  Wilmer  Allen,  '07;  Superintendent  of  the  Branch  Experiment  Station  at 
Hermiston,  Oregon. 


ORANGE  "O"  CLUB 


28 


Albert  A.  Asbahr,  '11;  Teacher  of  Agriculture,  Pendleton  Nigh  School. 

Lee  Beall,  '95;  Merchant  and  political  leader,  Lake  View,  Oregon. 

Samuel  L.  Bennett,  '07;  Orchardist,  Medford,  Oregon. 

Ralph   Billings,   '02;  Farmer,  Ashland,  Oregon. 

Ralph  Blanchard,  '13;  Entension  Service  of  the  Montana  State  Agricultural  College, 
Bozeman,   Mont. 

Daniel  Harvey  Bodine,  '98;  Sheriff  of  Linn  County. 

Arthur  George  Bouquet,  '06;  Assistant  Professor  of  Horticulture,  O.  A.  C. 

LeRoy  Breithaupt,  '10;  Superintendent  of  the  Harney  Branch  Experiment  Station 
at  Burns,  Oregon. 

Renton  K.  Brodie,  '08;  Instructor  in  Chemistry,  O.  A.  C. 

Frank  Ross  Brown,  '10;  Assistant  in  Horticulture,  O.  A.  C. 

Sheldon  C.  Brown,  '96;  Fruit  Grower,  Zillah,  Washington. 

Claude  Buchanan,  '03;  Farmer,  Corvallis. 

Arthur  Buchanan,  '96;  Farmer,  Corvallis. 

John  G.  Buchanan,  '89;  Farmer,  Corvallis. 

Austin  T.  Buxton,  '95;  Ex-Master  of  State  Grange;  Farmer,  Forest  Grove. 

Claude  C.  Cate,  '04;  County  Advisor,  Union  County,  LaGrande. 

Bliss  A.  Clark,  '10;  Orchardist,  Hood  River. 

C.  C.  Clark,  '07;  Manager  large  orchard  company,  Kamloops,  B.  C. 


ONE  OF  THE  TWELVE  CADET  COMPANIES 


29 


James  H.  Collins,  '88;  County  Clerk,  Rainier. 

Thomas  Harrison  Crawford,  '74;  Judge  and  Attorney,  LaGrande. 

H.  C.  Cunningham,  with  Kern  County  Oil  Company  of  Palo  Alto,  Cal. 

Harvey  W.  Currin,  '09;  Manager  large  orchard  company,  Drain. 

John  Cleve  Currin,  '08;  Superintendent  Oaco  Orchards,  Monroe. 

Ernest  W.  Curtis,  '13;  Research  and  Extension  Worker,  Truckee-Carson  Experiment 
Farm,  Fallon,  Nev. 

Geo.  W.  Denman,  '93;  Municipal  Judge  and  Attorney,  Corvallis. 

C.  C.  Dickson,  '10;  Dairyman,  Shedds. 

J.  B.  Dobbin,  '09;  Farmer,  Union,  Oregon. 

Frank  E.  Edwards,  '95;  Director,  California  Polytechnic  School,  San  Luis  Obispo, 
California. 

Fred  A.  Edwards,  '99;  Farmer,  Mayville,  Oregon. 

Otto  Herman  Elmer,  '11 ;  Extension  Work,  U.  S.  Department  of  Agriculture,  Mulino, 
Oregon. 

John  Fulton,  '92;  Professor  of  Chemistry,  O.  A.  C. 

John  H.  Galligher,  '00;  President  Cowlitz  Bridge  Co.,  Portland. 

Carl  F.  Galligan,  '10;  Manager,  True  to  Name  Nursery  Co.,  Dufur. 

W.  J.  Gillstrap,  '98;  Physician  and  Surgeon,  Sheridan,  Oregon. 

F.  L.  Griffin,  '08;  Associate  Professor  of  Agricultural  Education,  State  Leader  in 
Boys'  and  Girls'  Club  Work,  O.  A.  C. 

S.  B.  Hall,  '09;  Head  of  Agricultural  Department,  Gardenia  high  school,  California. 

O.  B.  Hardy,  '11;  Manager  large  ranch,  Bend,  Oregon. 

Frank  Harrington,  '13;  U.  S.  Department  of  Agriculture,  Washington,  D.  C. 


MARION  COUNTY  TEACHERS  LUNCHING  UNDER  THE  TRYSTING  TREE. 


30 


Bird  N.  Hawley,  '11;  Manager  certified  dairy. 

Chas.  H.  Hayes,  '08;  Farmer,  Sherwood. 

Harry  Hetzel,  '13;  Instructor  in  Iowa  State  College,  Ames,  Iowa. 

W.  F.  Herrin,  '73;  Vice-President,  Southern  Pacific  R.  R.  Co.,  Flood  Bldg.,  San  Fran- 
cisco, California. 

Mr.  J.  R.  Howard,  '04;  Stockman,  Terrebonne,  Oregon. 

McKinley  Huntington,  '12;  Farmer,  Yoncalla,  Oregon. 

C.  L.  Johnson,  '92;  Professor  of  Mathematics,  O.  A.  C. 

M.  R.  Johnson,  '96;  Manager  North  Biscuit  Co.,  Portland. 

E.  J.  Lee,  '98;  Assistant  Professor  of  Nutrition,  University  of  California. 

J.  C.  Leedy,  '12 ;  Teacher  of  Agriculture  and  Assistant  County  Advisor,  Burns,  Oregon. 

Raymond  S.  Loosley,  '11;  Dairyman,  Fort  Klamath,  Oregon. 

A.  G.  Lunn,  '12;  Assistant  Professor  of  Poultry  Husbandry,  O.  A.  C. 

Harvey  L.  McAlister,  '97;  Farmer,  Lexington,  Oregon. 

M.  A.  McCall,  '10;  County  Advisor,  Klamath  Falls. 

R.  A.  McCaully,  '09;  Orchardist,  Hood  River. 

William  W.  Masters,  '82;  Secretary  and  Attorney,  Pacific  Title  and  Trust  Company, 
Portland. 

E.  J.  Newton,  '96;  County  Clerk,  Benton  County. 

Wintha  R.  Palmer,  '09;  Assistant  Professor  of  Horticultural  Extension,  Purdue 
University. 

Knight  Pearcy,  '12;  Superintendent  large  orchard  company,  Salem,  Oregon. 

Bert  Pilkington,  '05;  Assistant  Chemist,  O.  A.  C. 

Ralph  Waldo  Rees,  '10;  Assistant  Professor  of  Horticultural  Extension,  Massachus- 
etts Agricultural  College,  Amherst. 

George  Reiben,  '11;  Teacher  of  Agriculture,  Ferndale,  California. 

Claude  Schrack,  '09;  Superintendent  large  orchard  company,  Sutherlin,  Oregon. 

Richard  W.  Scott,  '92;  Farmer,  Inavale,  Oregon. 

O.  G.  Simpson,  '05;  Assistant  Professor  of  Dairying,  O.  A.  C. 


JOYS  OF  THE  SENIOR  EXCURSION  TO  THE  BEACH 


.51 


John  E.  Smith,  '02;  Instructor  in  Geology,  University  of  North  Carolina,  Chapel  Hill. 

H.  V.  Tartar,  '02;  Associate  Professor  of  Agricultural  Chemistry  and  Chemist  of  the 
Experiment  Station,  O.  A.  C. 

C.  D.  Thompson,  '86;  Orchardist  and  county  school  superintendent,  Hood  River, 
Oregon. 

C.  C.  Vincent,  '07;  Professor  of  Horticulture,  University  of  Idaho. 

James  K.  Weatherford,  '72;  President  Board  of  Regents,  Attorney,  Albany. 

I.  P.  Whitney,  '05;  Superintendent  of  Waikiki  Farms,  Spokane,  Washington. 

William  H.  Wicks,  '04;  Professor  of  Horticulture. 

Robert  V.  Williams,  '09;  Chemist,  U.  S.  Navy  Yard,  Bremerton,  Washington. 

F.  R.  Withycombe,  '01;  Superintendent  Eastern  Oregon  Experiment  Station,  Union, 
Oregon. 

George  S.  Zimmerman,  '10;  Farmer,  Yamhill,  Oregon. 

GRADUATES  OF  THE  SCHOOL  OF  ENGINEERING 

Meigs  Bartmess,  '04;  Westinghouse  Electric  Co.,  Pittsburg,  Pa. 

Thomas  Bilyeu,  '02;  Inventor  and  Engineer,  Portland,  Oregon. 

L.  B.  Chambers,  '08;  First  Lieutenant  in  U.  S.  Coast  Artillery. 

H.  C.  Cunningham,  '10;  Conservation  (oil  and  oil  producing  department)  of  the 
S.  P.  Railroad  Co. 

H.  K.  Donnelly,  '09;  Engineer  with  the  State  Engineer. 

F.  H.  Gallagher,  '00;  President  and  General  Manager,  Cowlitz  Bridge  Company, 
Portland,  Oregon. 

J.  G.  Garrow,  '00;  Assistant  City  Engineer,  Portland,  Oregon. 

C.  T.  Parker,  '08;  Vice-President  and  General  Manager,  Oregon  Engineering  & 
Construction  Co.,  Oregon  City,  Oregon. 


[THEIMASK  AND  DAGGER  CLUB 


32 


Joseph  Paulson,  '03;  Manager  Sales  department,  General  Electric  Co.,  Atlanta, 
Georgia. 

E.  R.  Shepard,  '01;  Assistant  Professor  of  Electrical  Engineering,  ().  A.  C. 
W.  P.  Webber,  '09;  Engineering  department  of  U.  S.  Reclamation  Service. 


GRADUATES  OF  THE  SCHOOL  OF  HOME  ECONOMICS 

Rae  Atherton,  '12;  Teacher,  Albany,  Oregon. 

Alice  Butler,  '14;  Teacher,  Pendleton,  Oregon. 

Marie  Cathey,  '13;  Teacher,  Sutherlin,  Oregon. 

Maribel  Cheney,  '14;  Teacher,  Prineville,  Oregon. 

Helen  Cowgill,  '13;  Teacher,  Burns,  Oregon. 

Lucy  Crawford,  '13;  Teacher,  McMinnville,  Oregon. 

Ruth  Corbett,  '12;  Teacher,  Newberg,  Oregon. 

Mrs.  Delia  Den  tier,  '94;  Housewife,  Baker,  Oregon. 

Bertha  Davis,  '89;  Instructor  Domestic  Science,  O.  A.  C. 

Belle  Edwards,  '11;  Teacher,  La  Grande,  Oregon. 

Bertha  Edwards,  '10;  Teacher,  Salem,  Oregon. 

June  Gray,  '13;  Teacher,  Ontario,  Oregon. 

Edna  Groves,  '98;  Teacher,  Domestic  Science,  Washington  High  School,  Portland, 

Oregon. 
Grace  Hobbs,  '13;  Teacher,  Eugene,  Oregon. 
Mary  Hartung,  '13;  Teacher,  Springfield,  Oregon. 
Esther  Hartung,  '14;  Teacher,  Glendale,  Oregon. 
Hazel  Holt,  '14;  Teacher,  Coburg,  Oregon. 

Vera  Haskell,  '11;  Teacher,  Portland  Trade  School,  Portland,  Oregon. 
Mrs.  Clara  Harding,  '73;  Housewife,  financier,  San  Diego,  California. 


BASKET  BALL  TEAM. 


33 


Alice  Horning,  '82;  Teacher,  Hood  River,  Oregon. 
Charlotte  Huff,  '12;  Teacher,  Enterprise,  Oregon. 
Mrs.  Laura  Korthauer  Ireland,  '87;  Director  of  Music,  Public  Schools,  Bellingham, 

Washington. 
Agnes  Johnston,  '12;  Teacher,  Oregon  City,  Oregon. 
Mrs.  Emma  Laurence  Jones,  '93;  Housewife,  Oregon  City,  Oregon. 
Carrie  Lyford,  '96;  Director  Domestic  Science,  State  Normal,  Rock  Island,  Illinois. 
Genevieve  Lyford,  '99;  State  Normal  School,  Valley  City,  North  Dakota. 
Lottie  Milam,  '14;  Teacher,  Klamath  Falls,  Oregon. 

Christie  Moore,  '12;  Columbia  University  Graduate  Work,  New  York  City. 
Mrs.  Barbara  Moore,  '12;  Graduate  Work,  Pratt  Institute. 
Margaret  Morehouse,  '13;  Teacher,  Astoria,  Oregon. 
Alice  Pimm,  '12;  Teacher,  Falls  City,  Oregon. 
Carrie  Pimm,  '11;  Teacher,  Eugene,  Oregon. 
Delia  Purves,  '13;  Teacher,  Hillsboro,  Oregon. 
Clare  Pierce,  '12;  Teacher,  Union,  Oregon. 

Emily  Rogers,  '10;  Teacher,  Washington  High  School,  Portland,  Oregon. 
Juanita  Rosendorf,  '04;  Graduate  student,  Columbia  University,  New  York  City. 
Winnie  Shields,  '14;  Teacher,  Sitka,  Alaska. 
Dorothea  Steusloff,  '13;  Teacher,  McMinnville,  Oregon. 
Ruth  Smith,  '11;  Instructor,  Domestic  Science,  O.  A.  C. 
Mary  Sutherland,  '04;  Teacher  Domestic  Science,  Pullman  Agricultural  College, 

Washington. 
Emma  Ueland,  '13;  Teacher,  Tillamook,  Oregon. 
Clara  Wallan,  '12;  Teacher,  Milton,  Oregon. 

GRADUATES  OF  THE  SCHOOL  OF  COMMERCE 

H.  B.  Auld,  '06;  Manager  Benton  Co.  Abstract  Co.,  Corvallis. 
R.  D.  Bridges,  '11;  Merchant,  Oakland,  Oregon. 
P.  H.  Cale,  '09;  Attorney,  Detroit,  Michigan. 
R.  C.  Cockran,  '12;  Teacher,  Salem  High  School,  Salem. 
Pearl  Horner,  '09;  Teacher,  Dallas  High  School,  Dallas. 
Vera  Horner,  '07;  Teacher,  Roseburg  High  School,  Roseburg. 
J.  E.  Kerr,  '09;  Attorney,  Detroit,  Michigan. 
Gertrude  Walling;  Teacher,  High  School,  Springfield. 
Angie  Kyle,  '11;  Bank  Clerk,  Monroe. 


34 


E.  R.  Libner,  '11;  Bookkeeper,  Interstate  Commerce  Commission,  Washington,  D.C. 
Iva  McGinnis,  '11;  Teacher,  Corvallis. 

F.  E.  McFrew,  '10;  Mgr.  Drug  Store,  Portland,  Ore. 

Fred  McIIenry,  '09;  Deputy  County  Clerk  of  Benton  County,  Corvallis. 

F.  L.  Michelbook,  '09;  Mgr.  Implement  Co.,  McMinnville,  Oregon. 

H.  M.  Roberts,  '10;  Sec.  Portland  Ad  Club,  Portland,  Oregon. 

J.  G.  Schroeder,  '08;  Attorney,  Portland,  Oregon. 

M.  E.  Snead,  '11;  Sec.  Portland  Commercial  Club,  Portland,  Oregon. 

E.  B.  Stanley,  '10;  Principal  High  School,  Fossil. 

R.  L.  Stoneburg,  '12;  Ass't  Business  Office,  O.  A.  C. 

A.  V.  Swarthout,  '12;  Registrar,  Willamette  University,  Salem,  Oregon. 

C.  E.  Williamson,  '08;  Bookkeeper,  First  Nat'l  Bank,  Albany. 

E.  B.  Williamson,  '09;  Ass't  Cashier,  Albany  State  Bank,  Albany. 

E.  J.  Montague,  '13;  Ass't  Sup't  Experiment  Station,  Hays,  Kansas. 

E.  B.  Lemon,  '11;  Instructor,  O.  A.  C. 


GRADUATES  OF  THE  SCHOOL  OF  FORESTRY 

Harold  H.  Barbur,  '11;  with  Eastern  &  Western  Lumber  Co.,  Portland. 

H.  J.  Eberley,  '11;  Oregon  State  Forest  Service,  Salem. 

Adolph  Nilsson,  '11;  Federal  Forest  Service,  Portland. 

F.  E.  Pernot,  '11;  Entomologist,  Federal  Forest  Service. 

J.  F.  Pernot,  '10;  Specialist  in  the  study  of  insect-infested  timber. 

Fritz  Raithel,  '11;  timber  cruiser,  Seattle. 

T.  J.  Starker,  '10;  Federal  Forest  Service. 

S.  J.  Wilson,  '10;  with  Woodard  &  Clarke  Wholesale  Drug  Co.,  Portland. 


35 


Srijflola  attft  Departments 


^rljuri  of  Agriculture 


The  distinguished  success  of  schools  of  agriculture  throughout  the  country  today 
is  due  largely  to  the  fact  that  they  were  among  the  first  to  respond  to  the  revolutionary 
demand  of  the  last  decade  that  the  object  of  public  education  shall  be  to  fit  students  for 
the  duties,  the  necessities,  and  the  opportunities  of  life.  Until  the  last  ten  or  fifteen 
years,  the  public  schools  were  falling  considerably  short  of  this  ideal,  and  their  students, 
on  entering  life,  had  little  knowledge  of  the  vocations  they  must  pursue,  little  interest 
in  the  industrial  realities  about  them,  and  an  attitude  toward  the  "bread-and-butter" 
side  of  life  that  was  not  only  artificial  or  indifferent,  but  positively  supercilious.  Edu- 
cational institutions  in  general  insisted  too  much  on  the  cultural  side  of  training  and 
too  little  on  its  utility,  losing  sight  of  the  truth  expressed  by  Emerson  that  the  beautiful 
rests  on  the  foundations  of  the  necessary. 

Schools  of  Agriculture  are  succeeding  in  applying  the  touchstone  of  utility  to  edu- 
cation. They  are  acting  on  the  theory,  almost  everywhere  accepted  today,  that  the 
school's  first  duty  is  to  prepare  the  student  to  earn  a  living;  that  food  must  precede 
culture.  They  are  not  seeking  the  cheap  rewards  of  immediate  success,  however,  at 
the  expense  of  "blind  alley"  careers  or  ultimate  stagnation.  They  are  combining  the 
fundamental  lessons  of  science  with  the  practical  demonstrations  of  skilled  methods 
of  business.  Permanent  prosperity,  springing  from  a  conserved  natural  wealth,  from 
a  restored  soil  fertility,  from  an  intelligent  policy  of  animal  husbandry  or  dairying, 
from  approved  practices  in  horticulture  or  agronomy,  and  from  the  employment  of 
systems  of  farm  accounting — this  is  the  substantial  aim  of  the  School  of  Agriculture. 


flUU  ^aL^ite. JA^^3^^£—^  ■ 


$»  /"' 


TILING  A  FIELD,  INCREASING  ITS  EFFICIENCY 


■■■■■•  '*     '  ':  j..    '■■  '  ■■■ 


36 


'n't.m^ 


COOPERATIVE  SEED  TESTING  LABORATORY 


Agronomy 


The  Department  of  Agronomy  deals  with  the  science  of  the  fields,  and  the  crops  of 
the  fields.  It  offers  instruction  in  (a)  Soils:  their  origin,  structure,  fertility,  cultivation, 
and  improvement;  (b)  Field  Crops:  their  history,  growth,  culture,  improvement,  and 
value;  (c)  Irrigation  and  Drainage:  the  principles  and  methods  of  land  drainage;  the 
handling  of  land  under  irrigation;  (d)  Farm  Mechanics:  practical  methods  and  systems 
for  the  operation  of  the  farm  under  different  conditions  as  a  permanent  money-making 
business. 

Instruction  in  all  courses  consists  not  only  of  class  and  laboratory  work,  but  of 
field  work  as  well.  Theory  is  constantly  supplemented  and  tested  by  practice.  For 
this  double  function,  the  equipment  of  the  College — in  its  substantial  Agronomy 
building,  with  its  modern  laboratories  and  department  facilities,  and  its  exclusive 
Farm  Mechanics  building  supplied  with  the  best  farm  machinery,  together  with  the 
fields  and  platted  acres  of  the  Station  farm — is  admirably  adapted,  one  of  the  most 
complete,  in  fact,  in  the  country. 

Students  trained  in  this  department  of  the  College  are  given  efficient  practical 
help  in  preparing  themselves  for  many  of  the  specialized  callings  not  open  to  the  average 
worker.  Among  these  are  such  special  vocations  as  that  of  the  seed  tester,  soil  exami- 
ner, operator  of  steam  or  gasoline  tractor,  tender  of  a  separator,  manager  of  a  farm, 
crop  buyer,  special  demonstrators  of  fertilizers,  farm  machines,  etc. ;  experts  in  charge 
of  installing  drainage  systems  for  farms,  leveling  and  preparing  lands  for  irrigation, 
and  selecting  field  crops  for  farmers;  as  well  as  collaborators  in  grass,  cereal,  statistical, 
and  other  investigational  work.  All  such  duties  as  these  have  been  efficiently  per- 
formed by  many  of  our  more  responsible  students,  even  before  they  have  completed 
their  undergraduate  work. 

Graduates  of  this  department,  however,  are  prepared  for  even  higher  and  more 
responsible  functions.  A  considerable  number  of  them  at  present  enter  upon  agri- 
cultural extension  work,  a  field  of  effort  that  is  now  being  emphasized  by  universities 
and  colleges  throughout  practically  the  entire  country.  Some  of  them  take  up  agri- 
cultural experimental  work,  either  in  connection  with  educational  institutions  or 
with  private  interests;  while  others  become  rural  school  supervisors,  teachers  in  high 
schools,  or  assistants  in  normal  schools,  colleges,  and  universities,  where  the  demand 
for  instructors  specially  trained  in  scientific  agriculture  appears  to  be  steadily  increas- 
ing. 

They  are  qualified  to  serve  as  specialists  in  fertilizers  or  machinery  for  large  com- 
panies; as  inspectors  of  seed  farms  for  seed  dealers;  as  consulting  agriculturists  for 
railroads,  smelter  companies,  chemical  companies,  water  power  companies,  and  others 
desiring  to  improve  the  agriculture  of  the  country,  or  to  avoid  litigation  by  demonstrat- 
ing that  their  by-products  do  not  injure  agriculture  on  neighboring  lands. 

Graduates  of  agronomy  courses,  who  have  had  in  addition,  as  is  usually  the  case, 
practical  experience  in  farm  life,  are  sought  for  as  consulting  specialists  in  soils,  crop 
production,  farm  management,  drainage,  and  irrigation. 

They  are  also  prepared  for  work  in  the  United  States  Civil  Service  in  such  depart- 
ments as  the  following:  Forage  crop  specialists,  Grazing  problems,  Soil  Survey,  Farm 
equipment,  Dry  farming,  Irrigation  farming,  and  similar  types  of  government  investi- 
gation. 

38 


AGRONOMY 


Animal  HfUBhanftrg 


The  winning  of  satisfaction  and  content  in  daily  work  is  the  most  fundamental 
of  all  objects  for  an  industrial  democracy.  Unless  this  satisfaction  and  content  can 
be  habitually  won  on  an  immense  scale,  the  hopes  and  ideals  of  democracy  cannot  be 
realized.  Therefore  joy  in  work  should  be  the  all-pervading  subject  of  the  industrial 
discussion;  for  it  is  at  once  motive,  guide,  and  goal. — President  Charles  W.  Eliot,  in 
World's  Work. 

The  department  of  Animal  Husbandry  is  concerned  primarily  with  all  the  problems 
relating  to  the  production  of  various  kinds  of  live  stock  including  horses,  hogs,  sheep, 
goats,  and  beef  cattle,  but  excluding  dairy  cattle.  The  different  phases  of  the  work 
include  a  study  of  the  scientific  principles  of  heredity  as  applied  to  the  breeding  of  live 
stock;  the  most  approved  farm  practices  in  breeding  and  feeding  of  live  stock;  the 
principles  of  animal  nutrition;  the  judging  of  all  kinds  of  live  stock;  the  history,  devel- 
opment, and  characteristics  of  the  various  breeds;  and  the  incidental  problems  in  the 
general  management  of  live  stock.  Realizing  that  the  raising  of  live  stock  is  in  actual 
practice  more  commerce  than  science,  the  department  makes  a  special  effort  to  keep 
its  students  in  touch  with  the  commercial  side  of  the  industry. 

The  larger  portion  of  the  students  in  the  Animal  Husbandry  department  intend 
and  desire  to  go  back  to  their  farms  and  engage  in  the  actual  raising  of  live  stock.  Its 
graduates  are  found,  therefore,  scattered  throughout  the  West,  engaged  in  the  vari- 
ous forms  of  stock  raising.  Some  are  raising  sheep,  others  hogs,  others  cattle  and 
horses.  One  is  raising  pure  bred  Belgians,  another  pure  bred  Berkshires  and  Jerseys, 
another  is  making  a  business  of  buying  and  shipping  stock,  another  is  handling  sheep 
in  the  Stock  Yards  at  Portland,  another  has  charge  of  the  fattening  of  several  hundred 
steers  in  Central  Oregon,  another  is  raising  beef  cattle  on  the  range,  while  others  are 
engaged  in  various  forms  of  general  farming  and  live  stock. 

Most  of  the  Animal  Husbandry  students  have  a  very  strong  liking  for  live  stock, 
and  on  that  account  it  is  difficult  to  get  them  into  any  sort  of  professional  work.  Ani- 
mal Husbandry  graduates,  however,  are  qualified  for  the  various  forms  of  special 
teaching  in  such  institutions  as  high  schools  and  colleges,  for  experimental  investiga- 
tion, and  for  various  forms  of  extension  service  along  live  stock  lines. 

The  successful  Animal  Husbandryman  must  have  business  ability.  Without  this, 
it  is  impossible  for  him  to  succeed.  With  this  qualification,  however,  he  can  select 
his  own  location.  We  find  our  graduates  in  the  city  of  Portland,  on  the  small  high- 
priced  farms  near  that  city,  on  the  farms  around  Corvallis,  in  Southern  Oregon,  in  the 
mountains  of  Coos  county,  in  the  overflow  districts  of  the  Columbia  River,  in  the  irri- 
gated valleys  of  Eastern  Oregon,  and  on  the  sage  brush  plains  of  the  interior,  to  say 
nothing  of  those  who  wander  outside  the  state  and  scatter  from  California  to  Canada. 

As  a  field  for  the  live  stock  industry,  in  its  various  phases  of  development,  Oregon 
offers  such  inviting  opportunities  that  the  business  promises  to  advance  in  even  greater 
measure  than  has  marked  its  growth  in  recent  years.  Both  the  climate — varied  and 
without  extremes —  and  the  agriculture — versatile  and  abundant — give  the  state  an 
array  of  natural  advantages  scarcely  paralleled  in  the  most  fortunate  localities.  These 
advantages,  coupled  with  an  ascendant  interest  in  high  grade  live  stock,  together  with 
the  conspicuous  successes  of  various  stock  raisers  throughout  the  state,  are  fraught 
with  splendid  possibilities  for  the  future.  The  trained  Animal  Husbandryman,  there- 
fore, will  find  from  year  to  year  a  larger  field  for  his  activities,  and  a  demand  for  his 
services  even  more  insistent  than  at  present. 

40 


ANIMAL  HUSBANDRY 


Satry  Ifttshattftnj 


We  also  need  to  discard  forever  the  notion  that  there  is  something  vulgar  about  the 
useful  and  the  serviceable.  After  all  is  said  to  discredit  the  'bread  and  butter'  motives, 
it  is  no  moral  or  -philosophical  objection  to  a  discovery  or  a  field  of  knowledge  that  it 
has  useful  applications. — President  Charles  W.  Eliot. 

If  either  of  my  sons  had  lived  and  I  had  trained  him,  as  I  should  have  tried  to 
do,  to  be  a  great  and  good  farmer,  I  should  have  wanted  to  send  him  at  least  six  months 
to  a  business  college  to  give  him  the  aptitude  and  habits  and  forms  of  a  thorough  busi- 
ness man. — Horace  Greely. 

Take  our  country  through,  there  is  no  doubt  that  we  have  this  great  advantage 
of  a  new  country.  So  long  as  every  man  may  have  his  own  farm  by  going  and  taking 
it,  the  habit  or  tendency  of  young  men  will  be  to  establish  themselves,  instead  of  living 
in  what  they  regard  dependence. — E.  E.  Hale. 

The  Pacific  Northwest  is  peculiarly  adapted  to  dairying,  and  the  rapid  growth  of 
this  industry  is  creating  splendid  opportunities  for  young  men  in  the  various  phases 
of  the  vocation.  The  College  dairy  building  and  its  equipment,  moreover,  have  been 
thoroughly  remodeled  and  brought  up  to  the  point  of  highest  efficiency.  The  dairy 
herd  has  been  improved,  also,  and  will  be  further  improved  this  year  until  it  contains 
groups  of  the  leading  dairy  cows. 

Next  year  the  Dairy  department  will  offer  a  four  year  course  in  dairy  manufacturing 
and  dairy  production.  The  Dairy  Manufacturing  course  will  fit  the  student  for  such 
positions  as  managers  of  creameries  and  cheese  factories,  positions  which  not  only 
afford  good  salaries  but  opportunity  for  development  of  community  leadership  as  well. 
The  course  will  fit  students,  also,  for  professional  buttermakers,  positions  that  offer 
opportunities  for  advancement  for  capable  men;  for  instruction  in  research  work  in 
colleges  and  experiment  stations  along  dairy  manufacturing  lines;  for  inspectors  of 
dairy  products  and  dairy  establishments  in  city,  state,  or  government  service;  and  for 
positions  in  field  or  research  work  in  the  United  States  Department  of  Agriculture. 

The  Dairy  Production  course  will  qualify  men  for  positions  as  managers  of  large 
commercial  dairy  farms  or  as  breeders  of  pure  bred  dairy  cattle;  for  county  advisory 
positions;  for  city  milk  inspectors;  for  managers  of  milk  plants,  for  college  and  experi- 
ment station  work;  and  for  field  and  research  work  in  the  United  States  Department 
of  Agriculture. 

These  courses  are  so  arranged  that  a  student  may  major  in  one  course  and  yet 
elect  enough  of  the  other  course  to  enable  him  to  have  a  working  knowledge  of  that 
phase  of  the  industry. 

The  department  also  offers  a  one  year  course  which  is  designed  to  fit  students  for 
positions  as  operators  of  creameries  and  cheese  factories,  managers  of  dairy  farms, 
or  supervisors  of  cow-testing  associations. 


42 


DAIRY  HUSBANDRY 


lijflrtiraltitre 


When  the  schools  bridge  over  the  gap  which  the  apprentice  system  once  filled,  it 
will  no  longer  be  true  that  only  one  quarter  of  the  boys  who  leave  school  before  the  end 
of  the  grammar  course  find  steady  and  improving  employment- — J.  Adams  Puffer,  in 
Vocational  Guidance. 

The  work  in  the  division  ot  Horticulture  is  divided  into  six  distinctive  courses: 

Pomology.  This  in  turn  is  divided  into  three  definite  units:  First,  plant  propa- 
gation and  nursery  work,  which  makes  a  study  of  the  propagation  of  plants,  and  helps 
to  fit  students  for  nurserymen,  if  they  so  desire;  second,  fruit  production,  which  has 
to  do  with  such  problems  as  pruning  orchards,  setting  out  trees,  tillage,  irrigation, 
use  of  cover  crops,  fertilizers,  and  anything  which  has  to  do  with  the  production  of  all 
classes  of  fruit,  including  the  pomaceous  fruits,  small  fruits,  and  even  sub-tropical 
fruits;  third,  handling  the  fruit  crop,  such  as  handling,  picking,  packing,  pre-cooling, 
cold  storage,  transportation,  marketing,  etc. 

Vegetable  Gardening.  This  course  gives  the  student  an  idea  of  the  outside  work  in 
vegetable  gardening,  either  for  the  home  garden,  truck  garden,  or  the  market  garden. 
On  the  other  hand,  it  gives  him  special  training  in  the  greenhouses  to  fit  him  as  an 
expert  along  such  lines. 

Landscape  Gardening.  This  course  gives  the  student  training  for  the  landscape 
gardening  of  the  home  and  public  buildings,  but  gives  him  also,  if  he  so  desires,  a  foun- 
dation for  the  work  as  a  professional,  as  city  landscape  gardener,  park  superintendent, 
or  professional  landscape  gardener. 

Floriculture.  This  course  gives  the  student  special  training  in  the  production  of 
flowers  under  glass.  Some  special  work  is  given  for  the  young  man  or  young  woman 
regarding  the  use  of  floriculture,  plant  materials,  etc.,  in  beautifying  the  home  sur- 
roundings. 

By-Products.  This  course  has  to  do  with  giving  the  student  training  along  the 
lines  of  canning,  vinegar  manufacture,  and  evaporation  of  fruits. 

Research.  Under  research,  are  offered  four  or  five  special  courses  for  those  seniors, 
and,  more  especially,  those  advanced  students,  who  wish  to  go  into  professional  train- 
ing, such  as  is  offered  by  positions  in  the  United  States  Department  of  Agriculture 
or  the  special  agricultural  college  and  experiment  stations. 

Students  graduating  from  these  various  courses  in  horticulture  are  fitted  for  a 
wide  range  of  positions.  Some  of  these  positions,  open  to  our  graduates,  or  already 
occupied  by  former  graduates,  are  the  following: 

Orchard  superintendents  or  foremen;  cannery  or  by-product  secretaries;  cannery 
field  experts,  men  who  spend  their  time  with  the  farmers  keeping  track  of  the  condition 
of  the  crop,  giving  general  advice  to  the  farmers  as  well  as  to  the  manager  of  the  cannery, 
and  keeping  in  touch  with  the  general  conditions;  school  garden  supervisors;  superin- 
tendent of  vegetable  gardens,  greenhouses,  nurseries;  fruit  marketing  association  work, 
selling  agencies,  etc.;  county  agents,  or  district  horticultural  experts;  high  school 
teachers;  positions  with  horticultural  papers;  positions  with  seed  and  fertilizer  houses; 
positions  with  spray  supply  houses;  florists  and  landscape  gardeners;  superintendents 
of  parks;  experts  of  the  United  States  Department  of  Agriculture  and  state  experiment 
stations. 

The  courses  in  Horticulture  are  of  such  a  nature  that  the  young  men  going  into 
these  professions  will  not  only  be  able  to  get  a  safe  start,  but  will  be  able,  by  consistent 
application,  to  fit  themselves  as  experts.  The  ascendant  position  of  horticulture  in  the 
Pacific  Northwest,  moreover,  makes  the  field  an  attractive  and  progressive  one  for  any 
ambitious  youth. 
44 


HORTICULTURE 


poultry  Ijitsbanorg 


To  meet  the  demands  of  young  men  who  desire  to  give  special  attention  to  the 
poultry  industry  after  leaving  college,  a  department  of  Poultry  Husbandry  was  estab- 
lished. For  its  use  in  instruction  and  experimental  work,  the  department  has  two 
poultry  plants  equipped  with  the  necessary  houses,  yards  and  appliances.  About  a 
thousand  fowls  of  different  breeds  are  kept.  A  two-story  laboratory  building  with  base- 
ment has  been  equipped  for  student  use.  It  consists  of  demonstration  and  lecture 
rooms,  carpenter  shop,  incubator,  fattening,  and  feed  rooms.  In  addition  to  the  labor- 
atory building,  there  are  other  buildings,  such  as  incubator  house,  brooder  house,  and 
feed  storage  houses. 

There  are  twelve  courses  of  study  arranged  for  the  student  in  poultry  keeping. 
Should  he  desire  information  upon  the  fundamentals  of  poultry  keeping  and  feel  that 
but  a  year's  time  can  be  spent  in  study,  he  may  elect  a  course  arranged  in  such  a  way 
as  to  give  him  the  greatest  amount  of  information  and  practice  in  the  year's  work. 
Should  he  desire  to  specialize  in  poultry  keeping  and  fit  himself  as  a  teacher  or  investi- 
gator, a  degree  course  covering  four  years  of  study  has  been  arranged.  Other  courses 
have  been  prepared  to  meet  the  demands  of  those  who  are  specializing  in  other  branches 
of  agriculture  but  desire  to  keep  fowls  as  a  branch  of  their  farms. 

Poultry  keeping  is  a  part  of  every  well  regulated  system  of  diversified  farming, 
and  also  offers  opportunities  for  profit-making  as  a  special  business  under  special 
conditions.  Having  completed  the  various  courses  offered  by  the  Agricultural  College 
and  the  requirements  of  the  Poultry  department,  the  student  will  find  several  branches 
of  the  industry  in  which  he  may  engage.  If  he  is  of  an  investigative  turn  of  mind,  he 
will  find  opportunities  in  government  and  state  experiment  stations.  In  both  colleges 
and  high  schools  he  will  find  an  ever  increasing  demand  for  teachers  of  poultry  hus- 
bandry. As  a  business,  he  knows  that  poultry  keeping  may  be  carried  on  successfully, 
provided  the  one  undertaking  it  has  had  sufficient  training  and  practice. 


C543— 291"  eggs  in  a  year 

"The  Oregon  Station'*  Triumph' 


C521— 303  eggs  ic  a  year 
■Colliers  Weekly 


46 


"■^^TRjMyh 


%m 


-  ^4##j# 


POULTRY  HUSBANDRY 


THE  FRONT  CAMPUS  AND  THE  CASCADES,  LOOKI 


THE  WEST  SIDE  OF  THE  EAST  QUADRANGLE,  LOOKING  WEST  FRO 

These  pictures  are  but  a  distant  approach  to  an  adequate  representation  of  the  scenic  beauty  of  the  outlook  to  the  east  and  the  w< 
snow-capped  peaks  of  Mount  Hood,  Mount  Jefferson  and  the  Three  Sisters  clearly  discernible 


EAST  FROM  AGRICULTURAL  HALL.     AUTUMN. 


wttf  B 
II 


•     11 


HE  MINES  BUILDING  TOWARD  THE  COAST  RANGE.     SPRING. 

from  the  College  campus.      On  clear  clays,  both  in  Summer  and  in  Winter,  the  view  of  the  Cascades,  with  the  resplendent 
the  blue  bulk  of  the  foot-hills,  is  one  of  the  finest  to  be  seen  from  any  American  campus. 


MARY'S  PEAK,  FROM  DIFFERENT  POINTS  OF  VIEW  NEAR  THE  COLLEGE. 


ROAD  TO  MARY'S  PEAK. 


The  youth  has  a  vision  of  the  life  he  would  like  to  live,  of  the  service  he  would  choose 
to  render,  of  the  power  he  would  prefer  to  exercise;  and  for  fifty  years  he  pursues  this 
vision.  In  almost  all  great  men  the  leading  idea  of  the  life  is  caught  early,  or  a  principle 
or  thesis  comes  to  mind  during  youth  which  the  entire  adult  life  is  too  short  to  develop 
thoroughly. — President  Charles  W.  Eliot,  in  Education  for  Efficiency. 

There  is  no  science  which  articulates  more  closely  with  different  phases  of  life  than 
bacteriology.  This  is  especially  noteworthy  in  view  of  the  fact  that  the  science  of  bac- 
teriology has  made  almost  all  of  its  growth  during  the  last  35  years.  Since  it  is  now 
recognized  that  nearly  all  diseases  both  of  men  and  of  lower  animals  have  for  their 
cause  bacteria  or  other  minute  organisms,  it  is  evident  that  to  the  physician,  the  animal 
pathologist,  and  the  veterinarian,  training  in  bacteriology  is  a  necessary  qualification. 
Since  a  great  portion  of  plant  diseases  also  are  now  known  to  be  of  bacterial  origin,  it 
follows  that  the  plant  pathologist,  who  is  so  necessary  to  the  great  interests  of  modern 
horticulture,  should  be  well  versed  in  the  principles  of  bacteriolgy. 

The  engineering  sciences,  in  their  most  efficient  development,  are  also  dependent 
upon  bacteriology; — in  mining  and  forestry,  for  the  sanitary  safety  of  mines,  mills,  and 
camps;  in  civil  engineering,  for  the  safe  handling  and  distribution  of  commodities 
subject  to  contamination;  and  in  sanitary  engineering,  for  the  efficient  performance  of 
all  professional  functions,  which  are  little  more  than  applied  bacteriology  and  chemistry. 

The  expert  chemist,  too,  must  know,  through  a  study  of  bacteriology,  how  to  de- 
termine the  purity  and  healthfulness  of  food  and  food  products.  The  modern  ento- 
mologist, moreover,  must  know  much  of  disease  producing  bacteria,  since  investigation 
has  shown  that  many  diseases  are  transmitted  from  host  to  host  through  the  life 
activities  of  many  of  our  common  insects. 

Even  the  farmer,  the  housewife,  and  the  teacher  would  each  benefit  by  a  thorough 
acquaintance  with  the  science  of  bacteriology; — the  farmer,  for  the  good  of  his  soils, 
his  family  water-supply,  his  dairying  activities;  the  housewife,  for  the  good  of  her  art 
in  the  preparation  of  food  and  in  promoting  the  health  of  her  family;  the  teacher, 
for  the  strengthening  of  her  leadership  in  the  community,  as  an  apostle  of  community 
betterment  in  matters  of  sanitation,  health,  and  social  integrity. 

Thus  the  courses  in  Bacteriology  articulate  with  practically  all  departments  of 
the  College.  Students  especially  trained  in  this  department  are  fitted,  however,  for 
particular  fields  of  effort. 

Probably  the  widest  and  most  important  field  of  this  work  at  present  is  in  the 
various  state  experiment  stations.  The  bacteriologist  in  the  experiment  station 
is  being  called  upon  more  and  more  for  explanations  concerning  soil  fertility  which 
were  formerly  supposed  to  pertain  to  the  field  of  the  chemist  or  the  physicist.  Nor 
is  the  field  of  this  science  in  the  experiment  stations  limited  to  soil  bacteriology  only. 
Some  of  its  most  important  work  is  done  in  dairy  bacteriology;  while  probably  the  next 
most  important  branch  of  the  science  is  that  dealing  with  pathogenic  forms,  diseases 
of  plants  and  animals. 

A  competent  bacteriologist,  who  has  also  had  certain  chemical  training,  is  ad- 
mirably fitted  for  such  work  as  that  of  health  inspector,  dairy  inspector,  etc. 

The  trained  bacteriologist,  in  short,  is  being  demanded  more  and  more.  Cer- 
tain corporations  engaged  in  the  business  of  putting  up  food  products;  the  canneries; 
the  creameries;  manufacturers  of  d'  iinfectants  and  deodorizers;  and  the  manufac- 
turers of  vinegar  and  other  by-products,  if  they  wish  to  supply  the  best  products  to- 
their  consumers,  all  have  in  their  service  men  who  are  primarily  bacteriologists. 
52 


BACTERIOLOGY. 


botany  ano  plant  paltinlogg 

Agriculture  and  other  similar  subjects  in  the  elementary  and  high  schools  should 
not  be  "purely  pedagogic",  but  should  have  the  greatest  possible  vocational  or 
utility  value.  The  old  education  was  for  the  few— the  church,  the  government,  the 
aristocracy.  The  new  education,  represented  by  the  land-grant  colleges,  is  for  the  masses. 
These  institutions  stand  for  equality  of  educational  opportunity — for  a  union  of  learning 
and  labor,  the  application  of  science  in  industry. — President  W.  J.  Kerr. 

The  greatest  scientists,  philosophers,  artists,  and  poets  of  the  world  in  all  ages 
have  been  ready  to  bear  testimony  to  the  debt  they  have  owed  to  outdoor  observations. 
No  man  is  liberally  educated  who  does  not  know  as  much  about  nature  as  he  does  about 
books.  The  school  of  the  woods  and  hills,  fields  and  streams,  is  that  from  which  our 
greatest  thinkers  have  been  graduated. — Maurice  Thompson. 

Botany  and  Plant  Pathology  is  a  type  of  department  in  the  School  of  Agriculture 
which  is  devoted  primarily  to  the  fundamental  sciences  rather  than  to  the  immediately 
practical  industries.  It  helps  to  provide  the  scientific  knowledge  regarding  plant  life 
that  is  indispensable  to  most  of  the  other  departments  of  the  School  and  the  College 
generally. 

Its  work,  aside  from  extension  activities,  is  largely  in  the  class  room  and  the  labora- 
tory, supplemented  by  frequent  studies  and  experiments  in  the  field.  The  principles 
of  botany,  including  the  evolution  of  plants,  their  relation  to  their  environment,  their 
use  in  nature  and  in  art,  and  their  economic  significance;  forest  botany;  agricultural 
botany;  commercial  botany;  pharmaceutical  botany;  diseases  of  tree  and  small  fruits, 
and  diseases  of  vegetables,  together  with  various  advanced  technical  studies,  are  among 
the  courses  offered  by  the  department. 

Students  trained  in  this  department  may  become  experts  in  various  fields.  By 
combining  special  work  in  this  department  with  work  in  such  other  departments 
as  horticulture  and  entomology,  the  fields  are  still  further  widened.  Among  them, 
are  such  fields  of  scientific  effort  as  the  following:  plant  pathologist  in  college  or  station 
work;  seed  expert  in  either  research  or  commercial  establishments;  fruit  inspector  in 
particular  regions;  county  agent  in  specialized  sections;  forest  botanist;  plant  physi- 
ologist; pharmaceutical  botanist;  expert  in  weed  eradication;  teacher  in  high  school 
or  technical  school. 

This  subject,  like  horticulture,  is  fraught  with  exceptional  promise  in  a  section 
of  the  country  where  trees  and  plants  are  so  abundant  and  so  varied,  and  where  so  much 
of  the  community's  wealth  is  dependent  upon  them.  The  possibility  of  new  discoveries, 
moreover,  in  research  work  that  is  constantly  meeting  new  problems,  is  a  peculiar 
incentive  in  this  work.  Through  the  effort  to  suppress  or  curtail  disease  and  to  combat 
the  menace  of  injurious  insects;  through  the  development  of  disease-resistant  varieties 
or  races  of  plants;  through  the  physiological  studies  of  germination,  and  of  frost  and 
winter  injury;  through  the  study  of  the  nature  of  spray  injury;  and  through  the  study 
of  the  relation  of  algae  and  fungi  to  the  pollution  of  water  supplies — to  specify  only  the 
principal  fields  of  investigation — the  student  finds  a  stimulating  arena  for  the  exercise 
of  those  qualities  of  initiative,  organization,  acute  observation,  and  audacious  reason- 
ing which  characterize  the  scientific  investigator. 


54 


BOTANY  AND  PLANT  PATHOLOGY. 


iEntmnnlogg 


There  are  lands  where  too  many  sons  follow  their  fathers'  footsteps;  bid  our  free 
America  is  not  one  of  them. — J.  Adams  Puffer,  in  Vocational  Guidance. 

It  is  to  be  hoped  that  the  constructive  work  and  the  study  of  industry  in  the  ele- 
mentary school  will  ultimately  be  of  such  a  character  that  when  the  pupil  reaches  the 
age  at  which  the  activities  of  adult  life  make  their  appeal,  he  will  be  able  to  make  a  wise 
choice  in  reference  to  them  and  be  already  advanced  in  an  appreciable  measure  toward 
the  goal  of  his  special  vocation. — Committee  of  the  National  Education  Association. 

Whoever  first  does  throw  into  system  the  results  of  thirty  years  of  his  own  experi- 
ence, and  teach  the  arts,  methods,  and  science  of  best  husbanding  and  cultivating,  and 
of  most  quickly  and  vividly  using,  intellectual  power,  whether  of  the  meanest  or  finest 
quality,  will  earn  the  gratitude  of  the  meanest  and  finest  minds  together,  and  a  claim 
to  a  share  in  whatever  good  they  may  ever  work  for  mankind. — E.  E.  Hale. 

The  department  of  entomology  aims  to  give  to  all  its  students  sufficient  training 
to  enable  them  to  identify  the  common  insect  pests,  understand  their  habits  and  life- 
histories,  and  to  apply  the  most  approved  methods  for  their  control.  It  aims  to  give 
to  advanced  students,  specializing  in  entomology,  such  acquaintance  with  the  biology 
of  the  principal  families  of  insects,  their  life-histories  and  habits,  as  will  enable  the 
students  to  carry  on  independent  investigations;  and  such  acquaintance  with  the  arts 
of  collecting,  rearing,  and  mounting  insects,  together  with  such  familiarity  with  ento- 
mological methods  and  literature,  as  will  enable  them  to  preserve  the  records  and  results 
of  these  investigations  and  make  them  of  service  to  science  and  industry. 

Opportunity  is  offered,  of  course,  for  study  in  particular  fields  for  the  benefit  of 
students  in  horticulture,  agronomy,  forestry,  etc.  Students  in  horticulture,  for 
instance,  take  the  work  designed  for  the  protection  of  horticultural  crops.  Students 
in  home  economics  or  pharmacy,  study  the  effects  of  certain  drugs  and  chemicals  on 
insects,  with  a  view  either  to  health,  sanitation,  or  vermin  extermination.  Students 
in  agronomy  seek  to  protect  the  crop  resources,  and  students  in  forestry  the  timber 
resources  of  the  country,  from  the  ravages  of  insects,  or  diseases  in  which  insects  act 
as  a  cause  or  an  agent. 

Entomology,  in  this  respect,  is  chiefly  a  service  department —  giving  instruction 
for  the  rounding  out  of  work  in  other  departments.  It  articulates  its  courses  with 
those  in  other  departments  to  the  end  of  greater  efficiency  and  practical  utility  in  both 
the  serving  and  the  served  department. 

The  field  of  research  is  one  in  which  the  department  has  done  constructive  service 
for  science,  and  is  still  doing  creative  work  of  importance.  Some  of  its  present  re- 
searches are  with  the  scolited  beetle  of  Douglas  fir,  with  the  spider  mites  injurious 
to  crops,  and  with  parasitic  and  predacious  insects  of  other  animals.  This  is  a  field  that 
has  acute  fascination  for  the  mind  adapted  to  minute  investigation. 

The  vocations  open  to  students  who  have  specialized  in  entomology,  while  few  in 
number  within  this  particular  field,  are  highly  desirable,  including  positions  for  teach- 
ers in  technical  schools  and  colleges,  research  workers  in  agricultural  stations  and  gov- 
ernment projects,  and  horticultural  inspectors.  The  latter,  of  course,  would  require 
coordinate  specialization  in  horticulture,  and  by  combinations  such  as  this,  including 
agronomy  and  forestry,  the  vocations  open  to  entomology  specialists  are  greatly  en- 
larged.!; fe  &fcafe&i*:fe  ■*&*& 

56 


ENTOMOLOGY. 


2anlogg 


We  have  admirable  trade  schools  and  practical  courses,  but  their  number  is  not 
yet  the  tenth  part  of  what  it  should  be.  Actually,  in  certain  ways,  a  negro  boy  or  girl 
in  the  South,  who  enters  an  industrial  school,  or  a  delinquent  youth  sentenced  to  a  reform 
school  in  the  North,  has  a  better  opportunity  for  a  sound,  practical  education  that  shall 
help  him  to  earn  his  bread  and  butter  and  to  become  a  useful  member  of  his  community 
than  has  the  child  who  comes  up  through  our  public  schools. — J.  Adams  Puffer,  in 
Vocational  Guidance. 

If  a  father  wishes  to  give  his  son  a  legacy  that  will  endure  for  life,  let  him  send  him 
to  an  institution  where  he  can  obtain  a  general,  practical  business  education,  and  he 
will  have  the  satisfaction  of  knowing  that  he  has  given  him  that  which  is  better  than 
houses,  lands,  farms,  or  even  gold  and  silver. — Horace  Mann. 

Young  man,  qualify  yourself  for  business.  The  professions  are  full,  and  the  age 
demands  it.     Educate  yourself  for  business. — Henry  Clay. 

The  department  of  Zoology  exists  primarily  in  order  to  prepare  students  to  ap- 
preciate the  scientific  importance  of  the  work  required  in  the  various  special  or  voca- 
tional departments  of  the  Institution.  It  aims  to  develop  an  interest  in  the  study  of 
native  birds,  insects,  and  animals;  their  relations  to  the  plant  world,  to  each  other, 
and  to  man's  welfare.  The  work  is  adapted  so  far  as  possible  to  the  needs  of  students 
in  Agriculture,  Forestry,  Pharmacy,  and  Domestic  Science  and  Art.  The  capacity 
of  the  department  to  serve  the  institution  and  the  state,  however,  is  not  limited  to 
these  opportunities.     It  has  its  own  exclusive  field  of  effort. 

Of  the  salaried  positions  open  to  trained  zoologists,  as  such,  those  in  the  teaching 
profession  are  perhaps  the  most  numerous  and  accessible.  The  demand  for  nature 
study  in  the  grades  and  for  biological  science  in  the  high  schools  and  colleges  is  rapidly 
increasing,  and  the  economic  interests  of  the  state  demand  that  at  least  one  person  to 
whom  the  people  may  look  for  authority  on  biological  questions  should  be  lodged  in 
every  community.  No  one,  by  virtue  of  his  position,  is  better  fitted  for  this  work  than 
the  school  teacher. 

But  the  field  is  wider  than  this.  Other  problems,  arising  with  the  development 
of  civilization,  are  demanding  the  attention  of  the  expert.  The  soaring  prices  of  meat 
and  other  food  stuffs  are  forcing  the  people  to  look  around  for  undeveloped  sources  of 
food  supply.  They  look  to  the  zoologist,  and  his  reply  is  read  in  the  numerous  fish- 
cultural,  sea-farming,  and  game  propagations  now  on  foot  in  this  and  other  states. 
Such  propaganda  require  the  direction  and  cooperation  of  trained  zoologists  to  solve 
the  difficulties  lying  in  the  way  of  success. 

The  passage  of  the  McLean  migratory  bird  law,  moreover,  requires  the  assistance 
of  some  three  hundred  men  for  federal  service.  The  positions  open  are  such  as  district 
inspectors,  assistant  inspectors,  and  wardens;  reservation  inspectors  and  assistants 
for  the  propagation  of  wild  birds  and  beasts. 

The  tendency  toward  the  development  of  the  fur-farming  industries,  also  opens  up 
new  fields  for  the  practical  application  of  the  knowledge  of  animal  life. 

These,  then,  are  some  of  the  fields,  though  not  all,  open  to  the  trained  zoologist. 
Certain  of  them  are  limited  as  to  the  number  of  positions  opening  up,  but  industrial 
zoology  is  a  comprehensive  science  and  awaits  only  the  initiative  force  of  qualified 
minds  to  develop  it. 

58 


ZOOLOGY. 


§>rt|Ofll  of  iEnnmer  ring 


These  colleges  were  not  established  or  endowed  for  the  sole  purpose  of  teaching 
agrictdture.  It  was  never  intended  to  force  the  boys  of  farmers  going  into  these  insti- 
tutions so  to  study  that  they  should  all  come  out  farmers.  It  was  merely  intended  to 
give  them  an  opportunity  to  do  so,  and  to  do  so  with  advantage  if  they  saw  fit.  Not 
manual  but  intellectual  instruction  was  the  paramount  object. — Senator  Justin  Smith 
Morrill. 

To  accomplish  the  desired  reformation  in  our  school  system,  there  must  be  a  general 
change  of  attitude  toward  education.  We  must  abandon  the  old  ideal  of  an  educational 
ladder  to  the  college  or  university.  We  should  hold  out  to  the  average  boy  less  hope  of 
his  attaining  to  the  governorship  of  his  state,  or  the  presidency  of  the  United  States. 
Greater  importance  should  be  attached  to  the  development  of  an  ambition  to  excel  in  the 
industrial  occupations  in  which  more  than  ninety  per  cent  of  the  people  must  inevitably 
spend  their  lives.- — President  W.  J.  Kerr. 

All  this  means  that  America,  while  it  is  America  and  because  it  is  America, 
needs  all  the  time  new  men  and  young  men.  It  needs  that  these  young  men  shall  be 
ready. — E.  E.  Hale. 


The  School  of  Engineering  occupies  a  field  that  appeals  with  peculiar  charm  to 
youths  of  constructive  temperament  and  imaginative  vision.  Not  all  youths,  however, 
contemplating  the  work  of  an  engineer  who  throws  across  a  mountain  canyon  a  massive 
piece  of  masonry  and  steel,  or  who  supervises  the  dredging  of  a  sea-coast  harbor,  or  the 
establishment  of  a  light-house,  appreciate  the  tenth  part  of  the  severe  discipline  in 
mathematics  and  clerical  drill  that  lies  behind  these  splendid  out-door  achievements. 
Nor  do  they  even  dream  of  the  physical  obstacles  and  catastrophes  that  lie  in  wait  for 
such  a  noble  enterprise.  Hence  it  is,  that  so  many  youths,  caught  by  the  meretricious 
glamor  of  short-cut  engineering  schools,  come  at  length  to  a  tragic  realization  of  their 
unfitness  for  a  broad  but  exacting  calling. 

Realizing  this  fact,  the  authorities  of  the  School  of  Engineering  of  the  Oregon  Agri- 
cultural College,  have  striven  for  a  substantial,  adequate,  and  severely  competent 
course  of  instruction  for  all  departments  of  the  school.  Under  this  sort  of  discipline, 
the  integrity  of  the  school  has  been  steadily  maintained,  and  the  ultimate  success  of 
its  graduates  has  not  only  been  assured,  but  abundantly  realized. 

Oregon  is  only  at  the  beginning  of  a  remarkable  material  and  civic  development. 
Virgin  mineral  and  building  resources,  varied  and  abundant,  are  still  to  be  put  on  the 
market.  Forests,  unrivalled  in  magnitude  and  quality,  are  to  be  made  of  highest  ser- 
vice to  man.  Water  power  of  incalculable  energy,  is  yet  to  be  harnessed.  Vast  areas 
of  land  are  still  to  be  penetrated  by  highways  and  railroads.  Immense  tracts  of  land 
are  thirsting  for  irrigation.  Counties  are  to  be  organized,  towns  and  cities  to  be  built, 
and  factories  to  be  established.  Thus  in  various  ways  engineering  science  will  be  nec- 
essary in  this  evolution  of  a  magnificent  commonwealth. 

60 


EXPERIMENTAL  ENGINEERING. 


iflfarljatttral  iEttgmmmn 


How  long  before  we  shall  be  able  to  rid  ourselves  of  the  sophistry  that  a  subject 
to  be  educational,  or  to  have  cultural  value,  must  be  purely  theoretical;  that  there  can 
be  no  possible  relation  between  mind  training  and  industry,  between  science  and  the 
applications  of  science?  If  there  be  one  thing  above  another  demanded  by  the  new  edu- 
cation, it  is  that  there  shall  be  a  union  of  labor  and  learning. — President  W.  J.  Kerr 

Hence  the  necessity  of  modifying  the  courses  of  study  so  that  the  work  at  every 
point  will  be  of  greatest  possible  value  to  all  the  people,  regardless  of  the  length  of  time 
spent  in  school.  This  can  be  accomplished  only  by  introducing  industrial  subjects  into 
both  the  elementary  and  high  schools,  not  for  mental  discipline  alone,  but  for  their  voca- 
tional value.  And  this  is  now  generally  recognized.  It  is  advocated  by  the  press,  and 
by  the  leading  educational  and  commercial  organizations.  Its  importance  is  appreci- 
ated more  and  more  by  the  people. — President  W.  J.  Kerr. 

With  us  the  lines  of  promotion  are  open.  In  that  is  the  secret  of  our  successes. 
To  keep  them  open  is  the  first  duty  of  our  self-preservation.  Because  they  are  open, 
and  as  long  as  they  are  kept  open,  with  us  THE  LEADERS  LEAD. — E.  E  Hale. 

That  sort  of  willingness  to  intrust  important  duty  to  men  in  young  life  has  never 
died  out  of  the  country. — E.  E.  Hale. 


(a)  The  work  offered  in  the  department  of  Mechanical  Engineering  consists  in  a 
thorough  fundamental  training  in  mathematics,  physics,  mechanical  drawing,  and 
shopwork,  together  with  such  specialized  technical  work  as  machine  design,  steam 
and  gas  engineering,  power  plant  testing  and  design,  study  of  the  steam  engine, 
steam  turbine,  gas  and  oil  engines,  refrigerating  machinery,  and  heating  and 
ventilating. 

(b)  It  is  the  function  of  the  mechanical  engineer  to  develop  and  operate  power 
plants,  particularly  where  water,  steam,  or  gas  are  to  be  utilized  as  prime  sources 
of  energy;  to  plan  and  direct  manufacturing  enterprises  of  all  kinds,  such  as  the 
manufacture  of  iron,  steel,  paper,  lumber,  textile  fabrics,  as  well  as  all  kinds  of 
machinery  and  finished  commercial  products.  His  work  also  includes  the  design, 
construction,  and  operation  of  all  kinds  of  machinery;  the  invention  of  labor  saving 
devices  to  cheapen  and  standardize  the  product  of  factories. 

The  mechanical  engineer  is  often  called  upon  to  consider  the  financial  side  of  his 
profession  so  far  as  it  relates  to  cost  of  labor  and  economical  maintenance  of  plant. 
Hence  he  should  have  a  broad  knowledge  of  the  world  and  of  men. 

Students  entering  this  course  should  have,  in  addition  to  a  thorough  high  school 
preparation,  a  love  for  mathematics  and  physics.  While  in  college,  they  should  take 
some  work  in  economics  and  political  science. 

The  young  and  inexperienced  engineer  usually  enters  professional  service  through 
the  drafting  room  or  shop,  where  he  must  earn  promotion  by  rendering  prompt  and 
efficient  service  to  his  employer. 

62 


MECHANICAL  ENGINEERING— SHOPS. 


iEbrtrtral  3;ttgtn?mng 


It  is  for  you  to  find  the  eternal  law  of  this  universe,  and  to  put  yourself  in  harmony 
with  that  law.—E.  E.  Hale. 

Training  for  power  of  work  and  service  should  be  the  prime  object  of  education 
throughout  life,  no  matter  in  what  line  the  trained  powers  of  the  individual  may  lie. — ■ 
President  Charles  W.  Eliot,  in  Education  for  Efficiency. 

The  curriculum  in  electrical  engineering  at  the  Oregon  Agricultural  College,  like 
that  in  other  high-class  technical  institutions  throughout  the  country,  is  in  spirit 
much  more  closely  allied  to  that  of  liberal  arts  courses  than  perhaps  most  people  realize. 
This  situation  is  brought  about  by  several  conditions.  The  first  condition  is  this: 
The  field  of  electrical  engineering  is  subdivided  into  a  number  of  highly  specialized 
branches — railways,  telephone- telegraph,  generation,  transmission  and  distribution 
of  power,  illumination,  and  the  design  and  manufacture  of  equipment  for  all  these 
purposes.  The  second  condition  is  this:  The  profession  of  electrical  engineering  is 
well  filled;  so  that  available  positions  in  any  one  field  are  few,  and  not  always  easy  to 
obtain,  with  the  result  that  the  engineering  graduate  generally  takes  his  choice  of  posi- 
tions offered,  without  attempting  to  be  guided  too  closely  by  preconceived  ideas  of  a 
chosen  line  of  work.  Many  students  elect  to  serve  a  year  or  more  as  apprentices  to  large 
corporations,  deferring  until  the  end  of  that  period  the  final  selection  of  the  special  line 
of  activity. 

Because  of  lack  of  time,  moreover,  and  because  it  is  impossible  under  college  con- 
ditions to  simulate  those  of  actual  practice,  it  is  not  possible,  within  four  years,  to 
train  a  man  to  be  a  specialist  in  any  one  of  these  fields. 

It  is  obviously  impossible  in  a  college  laboratory,  for  instance,  to  duplicate  condi- 
tions in  a  power  plant  handling  thousands  of  horse  power.  It  is  equally  impossible, 
moreover,  to  provide,  in  the  formal  work  in  College,  one  of  the  most  important  phases 
of  practical  activity,  that  of  handling  bodies  of  men. 

For  these  reasons,  the  course  in  electrical  engineering  places  special  emphasis 
upon  fundamental  subjects,  the  mastery  of  which  enables  a  man  in  practice  rapidly 
to  acquire  the  necessary  specific  information  in  his  particular  field.  For  instance, 
instruction  is  given  in  shop  work,  but  not  for  the  purpose  of  turning  out  expert  mech- 
anics. The  purpose  of  drafting  is  not  to  make  a  man  an  expert  draftsman,  but,  beyond 
giving  him  some  facility  in  the  handling  of  drafting  instruments,  to  teach  him  how  to 
read  and  interpret  drawings.  The  rest  of  the  time  is  spent  chiefly  on  mathematics, 
sciences,  and  their  closely  applied  branches — hydraulics,  mechanics,  thermo-dynamics, 
and  the  characteristic  performance  of  electrical  and  mechanical  machinery.  The 
result  is  that  the  man  who  has  faithfully  devoted  his  energies  to  the  work  is  equipped 
to  go  ahead  in  any  branch  of  electrical  engineering,  in  which  by  fortune  he  may  be 
thrown,  and  stands  an  even  chance  with  his  comrades  in  a  competitive  race  for  the 
responsible  positions  to  which  all  aspire. 

Though  graduates  of  electrical  engineering,  therefore,  are  not  as  a  rule  definitely 
fitted  for  any  one  specialty,  their  widest  single  field  of  usefulness  appears  to  be  as  test- 
men  in  the  shops  of  the  largest  manufacturing  companies,  wherein  their  college  ex- 
perience is  utilized  to  the  best  advantage. 

64 


ELECTRICAL  ENGINEERING. 


Cttttl  2Ett0me£rmg 


The  department  of  Civil  Engineering  has  been  offering  courses  of  instruction  dealing 
with  mechanical  drawing,  surveying,  rural  engineering;  city,  railway,  and  sanitary 
engineering;  highway  engineering;  irrigation  engineering;  water  supply  and  hydraulic 
engineering;  masonry  and  foundations;  roads  and  bridges;  structural  engineering; 
re-enforced  concrete;  contracts  and  specifications.  After  this  year  freshman  work  in 
Civil  engineering  will  be  discontinued.  Work  in  Highway  engineering  and  Irrigation 
engineering  will  be  continued,  however,  and  Chemical  engineering  will  be  added.  All 
three  courses,  which  under  the  new  arrangement  of  the  curriculum  lead  to  bacca- 
laureate degrees,  will  be  given  more  complete  and  thorough  treatment. 

The  instruction  aims  to  approach  conditions  as  they  exist  in  the  practical  field  of 
engineering.  Students  are  regularly  engaged  at  certain  periods  of  the  course,  in  actual 
surveying.  They  are  given  practice  in  tile  drainage,  for  instance,  concrete  foundations, 
road  building,  land  leveling,  and  similar  engineering  activities.  They  go  on  extended 
excursions,  under  competent  direction,  to  observe  important  engineering  work  in  pro- 
cess of  construction  throughout  the  state. 

The  student,  under  such  discipline,  even  before  he  graduates,  is  capable  of  doing 
certain  specific  engineering  work  of  no  mean  character.  After  the  first  year,  he  is  able 
to  do  ordinary  farm  and  area  surveying,  run  in  drain  ditches,  establish  simple  grades 
for  walks,  roads,  etc.  At  the  end  of  the  second  year,  he  is  able  to  make  complete  sur- 
veys and  maps  of  tracts  of  land,  locating  all  topographic  features,  as  well  as  taking 
levels  over  the  entire  area  for  the  plotting  of  contour  lines.  He  is  generally  able  to  figure 
out  curves,  earthworks,  etc.,  for  railroad  surveys,  and  to  run  instruments  for  these 
tasks.  He  is  thus  qualified  to  take  such  a  position  as  instrument  man  in  government 
land  division  surveys,  or  in  city  surveys,  or  as  draftsman  in  an  engineering  office. 

At  the  end  of  his  senior  year  he  is  ready  for  the  gauging  of  streams  to  determine 
the  quantity  of  water,  and  for  estimating  the  storage  capacity  of  reservoirs.  He  is 
ready  to  determine  the  amount  of  water  from  water-sheds,  and  the  quantity  of  water 
available  from  ground  water  supplies,  such  as  artesian  wells,  springs,  etc.  He  is  able 
to  design  pipe  lines  for  water  under  pressure,  and  to  compute  the  distribution  of  water 
for  fire  protection  in  cities,  as  well  as  to  make  preliminary  estimates  for  the  cost  of 
pumping  plants.    And  so  on,  for  concrete  work,  structures,  and  bridge  design. 


THE  BANNER  COMPANY. 


6G 


CIVIL  ENGINEERING. 


^rijoul  of  ifome  lEnmomtrH 

The  School  of  Home  Economics,  which  includes  the  departments  of  domestic 
science  and  domestic  art,  is  now  provided  with  new  quarters  in  the  east  wing  of  the 
Home  Economics  Building,  a  structure  just  completed  in  the  west  quadrangle.  The 
building  is  modern  in  every  respect  and  thoroughly  adapted  to  the  uses  for  which  it  is 
intended.  The  equipment  is  as  good  as  can  be  obtained,  and  the  work  will  therefore 
be  carried  on  under  very  fortunate  conditions.  Almost  400  young  women  have  availed 
themselves  during  this  year  of  the  opportunities  offered  in  this  work. 

Women  are  today  especially  trained  for  their  life  work.  Specialization  is  demanded 
in  all  fields  of  endeavor;  and  the  need  is  quite  as  great  that  women  should  be  expert 
home  makers  as  that  farmers  or  engineers  should  be  prepared  for  their  life  work. 

Great  economic  changes  affect  women  as  well  as  men  and  that  they  may  be  able 
to  adjust  themselves  to  these  new  demands  necessitates  special  education  with  that 
end  in  view.  The  women  at  the  Agricultural  College  are  not  only  taught  thoroughly 
the  dextrous  accomplishments  of  the  ordinary  duties  of  cooking,  sewing,  and  house 
care,  but  are  also  instructed  in  buying  and  in  the  economical  use  of  materials. 

Their  scientific  training  is  broad  and  thorough,  for  women  must  know  "why"  as 
well  as  "how."  With  the  realization  that  women  have  great  community  responsi- 
bilities, the  College  gives  them  liberal  instruction  in  languages,  literature,  economics, 
and  sociology. 


iflmeattr  ^rtPttre 


Among  the  courses  offered  by  the  department  of  Domestic  Science,  the  following 
are  some  of  the  principal  ones:  food  preparation,  laundering,  camp  cooking,  dietetics, 
house  sanitation,  household  administration,  and  home  nursing,  together  with  advanced 
research  in  problems  of  household  administration,  and  in  cooking. 

Many  excellent  positions  affording  liberal  salaries  are  open  to  women  prepared  to 
teach  Domestic  Science.  The  subject  is  also  being  introduced  into  all  of  the  city  schools 
while  many  rural  districts  are  uniting  to  secure  teachers. 

Trained  women  find  successful  careers  in  business.  Tea  rooms,  lunch  rooms,  and 
catering  establishments  when  properly  run,  are  always  paying  investments  for  women. 
The  young  women  of  the  College  have  ample  opportunities  to  prepare  to  feed  large 
numbers  of  people  in  an  excellent  manner.  Those  who  can  feed  people  well  at  a  rea- 
sonable cost  will  never  lack  an  opportunity  for  remunerative  employment. 


inmpattr  Art 


The  department  of  Domestic  Art,  like  that  of  Domestic  Science,  is  planned  pri- 
marily to  educate  in  the  art  of  home-making.  It  aims  to  develop  the  most  completely 
symmetrical  individual  for  the  duties  of  the  Oregon  woman  of  this  twentieth  century. 
Since  the  home  is  her  highest  sphere  of  effort,  this  is  the  center  of  all  instruction  in  her 
education.  But  since  the  home  is  affected  by  all  the  influences  that  color  the  life- 
activities  of  the  state,  the  woman  that  shapes  the  home  is  interested  also  in  shaping 
the  state;  as  she  trains  citizens  for  the  state  through  the  influence  of  the  home,  she  has 
the  right  to  expect  the  state  to  aid  her  in  the  making  of  the  home  and  its  environment. 
Hence  her  interest  in  politics,  in  civic  righteousness,  in  educational  methods,  in  social 
recreations,  and  above  all  in  those  occupations  and  utilities,  those  graces  and  accom- 
plishments, which  help  to  make  the  home  the  truest  and  most  wholesome  center  of 
the  life  of  the  community. 

68 


DOMESTIC  SCIENCE. 
(The  two  lower  pictures  represent  the  old  quarters.) 


The  distinctive  courses  offered  are  in  sewing,  garment  making,  dress  making, 
tailoring,  millinery,  basketry,  handwork  and  weaving,  house  construction,  household 
decoration,  textiles,  and  costume  design.  While  these  courses,  as  already  indicated, 
are  intended  only  for  efficiency  in  home-making,  that  the  housewife,  because  of  her 
knowledge,  skill,  and  enlarged  ideals,  may  be  able  to  perform  her  duties  with  greater 
ease,  economy  and  joy,  yet  they  afford  her  also,  if  occasion  should  demand,  the  rudi- 
ments of  a  vocation  that  may  be  developed  into  expert  accomplishments. 

The  expert  needle  woman,  the  really  excellent  dressmaker  or  milliner,  the  ladies* 
tailor,  and  the  artist  in  household  furnishing  and  decorating  can  always  find  paying 
positions.  In  public  schools  and  colleges,  moreover,  there  is  a  steady  demand  for 
trained  teachers  of  domestic  art.  Such  positions  have  been  regularly  occupied  by 
graduates  of  the  department,  who  have  given  the  most  efficient  service. 

Yes,  I  have  a  great  respect  for  the  girl  who  studied  chemistry  so  that  she  might 
the  better  make  the  sugar-plums  for  her  younger  brothers  and  sisters.  I  think  her 
chemistry  was  God-favored;  and  I  have  no  doubt  that  the  spirit  in  which  she  conceived 
her  task  lifted  her  up  all  along  and  carried  her  bravely  through. — E.  E.  Hale. 

It  is  for  you  to  find  the  eternal  law  of  this  universe,  and  to  put  yourself  in  harmony 
with  that  law. — E.  E.  Hale. 


Y.  W.  C.  A.  CABINET. 


70 


DOMESTIC  ART.     THE  YOUNG  LADIES  MADE  THEIR  OWN  GOWNS. 


J_L  !__ -SyM^^^BMBHi 


£?rljmH  nf  iKorestrg 


In  daily  life  ire  may  be  hewers  of  wood  and  drawers  of  water;  but  we  hew  and  we 
draw  with  a  certain  divine  energy,  and  can  make  the  humblest  duty  shine. — E.  E.  Hale. 

The  work  of  the  School  of  Forestry  is  divided  into  two  departments — general  forestry 
and  logging  engineering.  In  general  forestry,  the  aim  is  to  prepare  men  for  active 
work  in  the  Federal  Forest  Service,  in  the  State  Service,  and  in  private  operations. 

During  the  freshman  year  the  student  is  instructed  in  the  principles  of  the  con- 
servation of  our  natural  resources  and  in  the  importance  of  the  forests  and  forest  in- 
dustries to  the  community.  These  matters  are  dealt  with  both  from  the  economic  and 
social  points  of  view. 

In  the  sophomore  year,  the  student  begins  to  receive  instruction  in  the  principles 
of  caring  for  and  producing  forests.  This  work  includes  the  growing  of  forest  trees 
and  the  protection  of  the  existing  forests  from  fire  and  insect  damage. 

In  the  junior  year,  the  student  is  initiated  into  the  mysteries  of  timber  cruising, 
log  scaling,  map  making,  and  all  the  details  which  go  with  the  measure  of  standing 
and  felled  timber. 

The  major  study  of  the  senior  year  includes  the  management  of  forest  lands  from 
the  view  point  of  administration.  The  financial  aspects  of  forestry  are  considered, 
as  well  as  the  feasibility  of  applying  technical  methods  to  American  forests.  The  stu- 
dents also  are  instructed  in  methods  of  lumbering  employed  in  the  Pacific  Northwest. 

In  connection  with  this  work,  they  are  required  to  make  inspection  of  some  up-to- 
date  logging  operation.  The  relationship  of  labor  to  logging  is  carefully  investigated, 
as  well  as  the  social  welfare  of  the  men  employed  in  the  logging  industry.  The  technical 
properties  of  timber  are  carefully  studied  and  practical  strength  tests  are  made  of  the 
various  kinds  of  commercial  woods. 

From  the  general  scope  of  the  course,  it  is  evident  that  the  forester  is  expected  to 
be  not  only  a  man  versed  in  the  technical  phases  of  the  profession,  but  also  a  man  equip- 
ped to  play  the  part  of  a  citizen  and  a  leader  in  his  community. 

In  logging  engineering,  the  aim  is  to  develop  men  to  play  a  useful  part  in  the 
utilization  of  the  timber  crop  of  the  Pacific  Northwest.  Effic  ency  in  operation 
and  expenditures  is  the  watchword.  Hence  the  prospective  logging  engineer 
receives  training  in  the  fundamentals  of  surveying,  mechanics,  topography,  the 
principles  of  steam  engines,  of  bridge  construction,  railroad  building  and  a 
thorough  course  in  the  application  of  up-to-date  logging  devices  and  equipment  for 
the  logging  business. 

The  opportunities  for  men  to  find  employment  in  the  fields  of  forestry  and  logging 
engineering  are  better,  perhaps,  than  in  most  of  the  other  professions  of  long  standing. 
Graduates  of  the  School  of  Forestry  are  now  employed  in  the  Federal  Forest  Service,  in 
State  work,  and  by  private  operators.  No  man  who  has  demonstrated  anything  like 
ordinary  ability,  has  failed  to  secure  a  good  position.  The  most  intimate  cooperation 
exists  between  the  school  of  forestry  and  practical  loggers,  to  the  mutual  benefit  of  both. 

The  foremost  men  in  the  logging  business  visit  the  College  during  the  year  and  give 
the  young  men  the  benefit  of  their  experience  along  definite  lines.  Not  only  that,  but 
they  are  cooperating  to  the  extent  of  furnishing  employment  during  the  summer 
months  to  young  men  who  are  studying  logging  engineering. 


72 


FORESTERS  A-FIELD 


j^rifnol  of  Commerr? 


7s  he  a  manufacturer?  Let  him  know  to  the  bottom  the  chemistry,  the  history, 
and  the  combination  of  the  articles  he  makes.  Let  him  some  day  make  them  better. 
Is  he  a  merchant?  Let  him,  at  the  end  of  this  month,  know  something  about  his  own 
line  of  goods  that  he  did  not  know  when  the  month  began.  Is  he  a  man  of  letters?  Let 
him  fill  up  faster  than  he  pumps  out  from  the  cistern. — E.  E.  Hale. 

Stenography  and  Office  Training.  The  department  of  Stenography  and  Office 
Training  offers  expert  training  and  practical  experience  in  Stenography,  Typewriting, 
Office  Training,  and  Business  Letter  Writing.  These  courses  are  intended  primarily 
for  three  classes  of  students:  those  who  are  to  enter  the  clerical  positions  that  demand 
a  knowledge  of  stenography  and  secretarial  duties;  those  who  expect  to  enter  positions 
demanding  executive  ability,  and  those  who  are  planning  to  enter  the  teaching  profession. 

One  of  the  most  important  aids  to  any  business  man  is  a  thorough  knowledge  of 
how  to  systematize  his  office  procedure  so  that  the  greater  part  of  his  time  may  be  left 
for  the  handling  of  more  important  matters.  This  knowledge  can  be  secured  by  the 
students  of  this  department  in  the  course  entitled  Office  Training. 

Each  year  finds  business  letter  writing  becoming  more  and  more  important  to  every 
business.  The  demand  for  executives  who  are  experts  in  business  letter  writing,  is 
causing  many  students  to  specialize  in  this  line  of  work.  The  letter  writing  courses 
offered  by  this  department  are  intensely  practical  and  of  great  benefit  to  those  desiring 
to  specialize  in  this  field. 

Business  Administration.  The  distinctive  work  of  the  department  of  Business 
Administration  is  to  train  men  and  women  for  efficient  business  management.  This 
includes  thorough  courses  in  the  various  phases  of  accounting,  auditing,  business 
organization,  scientific  management,  advertising,  and  salesmanship. 

Political  Science.  Two  objectives  are  kept  in  mind  as  the  purpose  of  the  work 
of  this  department:  to  train  students  in  the  fundamentals  of  Business  Law,  and  to 
imbue  them  with  an  interest  in  good  citizenship.  The  courses  in  Commercial  Law 
are  not  designed  to  develop  experts  in  law,  but  to  furnish  students  such  elementary 
facts  as  will  give  them  confidence  in  transacting  ordinary  business. 

The  political  work  of  the  department  gives  instruction  in  the  composition  of  our 
government,  national,  state,  and  municipal,  and  the  prominent  criticisms  of  our 
systems,  with  proposed  remedies.  It  deals  with  the  duties  of  the  citizen,  and  the  needs 
of  an  intelligent  participation  in  governmental  affairs.  It  indicates  possible  and 
practical  fields  of  endeavor  in  the  political  world,  and  aims  to  show  the  use  and  abuse 
of  power  by  the  citizen.  The  department  has  no  intention  to  train  politicians  but  to 
train  citizens  to  take  an  intelligent  part  in  politics. 

Political  Economy.  The  work  of  this  department  serves  a  threefold  purpose. 
First,  the  training  of  citizenship.  This  is  especially  necessary  in  a  democracy  where 
every  man  and  woman  over  twenty  years  of  age  is  a  voter  and  is  called  on  to  mold  leg- 
islation directly.  Second,  our  College  is  pre-eminently  a  vocational  school.  It  trains 
specialists  in  all  of  the  various  branches  of  the  applied  sciences.  Our  courses  are 
designed,  therefore,  to  meet  the  needs  of  students  in  all  departments.  Third,  since 
the  College  has  been  assigned  the  special  task  of  developing  the  field  of  agricultural 
economics  and  rural  sociology,  it  is  the  aim  of  the  department  to  provide  all  instruc- 
tion that  may  be  required  in  this  field,  together  with  special  training  for  the  practical 
work  of  organizing  farmers'  cooperative  associations  for  the  more  economical  conduct 
of  the  business  side  of  farming. 

74 


SCHOOL  OF  COMMERCE. 


^rljnol  of  Mint  a 


In  the  education  of  people,  serious  and  severe  training  for  a  life  work  must  neces- 
sarily precede  all  word  instruction. — Pestalozzi. 

The  School  of  Mines  offers  work  dealing  with  ceramics — the  making  of  brick,  tile, 
pottery,  etc. — with  building  stone  and  road  materials,  with  mines,  mining  methods, 
and  mineral  manufactures.  It  affords  a  broad  and  constructive  training  in  the  essentials 
of  engineering,  aside  from  the  special  training  in  mining.  The  equipment  of  the 
school,  which  is  complete  and  distinctly  modern,  enables  its  instructors  to  present 
the  courses  in  mining  and  ceramics  with  a  thoroughness  of  application  altogether 
adequate  and  practical,  while  the  fundamental  instruction  in  mechanical,  civil,  elec- 
trical, and  chemical  engineering,  is  presented  in  the  respective  departments  of  the 
School  of  Engineering  devoted  to  these  sciences.  As  a  consequence  of  this  close  articu- 
lation between  the  schools  of  engineering  and  mining,  the  students  in  both  are  given  a 
type  of  training  far  more  liberal  and  resourceful  than  is  possible  in  institutions  where 
only  mining  or  engineering  is  offered. 

Some  of  the  many  courses  offered  in  the  school  of  mines  are  these:  physiography, 
mineralogy,  geology,  geochemistry,  rock  and  earth  excavation,  mining  methods,  mine 
economics,  mine  surveying  and  mining  law,  fire  assaying,  metallurgy,  ceramics,  glazing 
and  cement  manufacture.  Field  work,  both  during  the  summer  vacation  and  at 
intervals  during  the  college  year,  is  an  important  feature  of  the  course.  This  type  of 
work  is  sometimes  undertaken  cooperatively  with  the  State  Bureau  of  Mines,  located  at 
the  School  of  Mines. 

Mining  engineering,  including  ceramics,  is  a  profession  demanding  liberal  prepara- 
tion for  its  responsible  and  varied  duties.  In  order  to  pursue  it  with  satisfaction,  the 
student  should  have  first,  a  strong,  healthy  constitution  and  a  love  of  out-door  activ- 
ities; and  second,  an  analytical  turn  of  mind,  with  a  grasp  of  mathematics  and  a  de- 
cided bent  for  mechanical  and  scientific  subjects.  Given  this,  and  a  thorough  educa- 
tion, he  should  not  only  find  a  ready  and  remunerative  field  for  his  life  work,  but  a  sus- 
tained and  satisfying  pleasure  in  it. 

Work  for  the  mining  engineer  is  found  in  certain  localities  throughout  the  world. 
No  country  or  state  is  without  its  field  of  opportunity.  Moreover,  the  schools  of  mining 
are  few,  and  the  demand  for  the  competently  trained  mining  man  is  unfailing.  The 
industry,  moreover,  is  in  its  youth;  is  growing,  not  declining,  and  the  future  is  accord- 
ingly bright. 

Some  of  the  life-vocations  open  to  the  graduate  mining  engineer  are  the  following: 
assayer  and  chemist;  deputy  mineral  and  land  surveyor;  draughtsman  and  de- 
signer in  an  engineering  establishment;  on  the  geological  staffs  of  the  great  railroad, 
mining,  or  exploration  companies;  in  the  mineral  classification  work  of  the  Govern- 
ment Forest  Service,  or  in  the  Geological  or  Coast  and  Geodetic  Survey;  in  state  geo- 
logical surveys;  in  actual  mining,  milling,  or  smelting  operations;  or,  when  the  requisite 
experience  and  standing  have  been  secured,  as  expert  consulting  and  examining  en- 
gineer. 

It  is  comparatively  easy  for  a  mining  engineering  student  to  secure  remunerative 
employment  immediately  after  graduation.  This  is  because  so  many  lines  of  work  are 
open  to  him.  He  may  find  it  necessary  to  do  assaying  or  surveying  at  first,  although 
his  preference  be  mining  geology,  but  he  usually  finds  it  possible  to  secure  a  more 
satisfactory  position  before  long,  and  he  is  profitably  employed  in  the  meantime. 

76 


MINING  ENGINEERING. 


lExtotaton  Bnnm 


Oregon  has  taken  her  station  gallantly  in  the  vanguard  of  the  movement  for  a 
democratic  higher  education.  She  has  not  been  content  simply  to  provide  opportunity 
for  liberal  and  technical  education  in  certain  centers  of  the  state,  but  has  enlisted 
her  zeal  and  her  treasure  in  a  generous  enterprise  to  carry  the  results  of  scientific  in- 
vestigation and  the  essence  of  higher  education  to  the  people  in  every  quarter  of  the 
state. 

Extension  service  at  the  Oregon  Agricultural  College  has  been  established  on  a  con- 
structive basis,  representing  the  most  advanced  policies  of  demonstrated  success  in 
the  states  of  the  middle  west.  It  embodies  the  cooperative  plan  of  county  agricultural 
agents,  in  which  the  counties,  the  College,  and  the  state  are  co-workers;  and  the  co- 
operative plan  of  dairy  promotion  and  advanced  registry  in  which  the  College  and  the 
federal  government  are  co-workers.  It  includes,  also,  such  standard  methods  of  work 
as  institutes,  lectures,  traveling  schools,  field  demonstrations;  expert  inspection, 
analysis,  and  advisory  direction;  cooperative  orcharding  and  cropping;  cooperative  seed 
distribution;  veterinary  clinics;  soil  testing;  analysis  of  water,  milk,  and  foods;  testing 
milk  for  butter-fat;  sanitary  campaigns;  and  movements  for  civic  improvement,  in- 
cluding landscaping,  parking,  fly-extermination,  and  engineering  enterprises. 

The  Extension  department,  while  not  directly  concerned  with  the  instruction  of 
students  in  the  College,  is  instrumental,  in  large  measure,  in  keeping  senior  students 
and  graduates  in  touch  with  the  needs  of  the  state,  or  of  particular  localities,  for  such 
services  as  they  have  to  offer.  The  department,  in  short,  feels  the  pulse  of  the  com- 
monwealth more  acutely  and  sympathetically  than  any  other  in  the  College,  and  re- 
sponds to  it  as  promptly  and  as  faithfully  as  possible.  It  has  been  immediately  in- 
strumental, for  instance,  in  supplying  to  ten  counties  the  trained  agriculturalists  to 
serve  as  county  agents.  It  has  demands  for  such  experts,  both  within  the  state  and 
without,  far  beyond  the  present  supply;  and  is  accordingly  watching,  with  eager  scru- 
tiny, the  careers  of  students  whose  talents,  training,  and  experience  give  promise  of 
fulfilling  the  demands  of  such  responsible  service.  Incidentally,  it  has  been  instru- 
mental in  sending  many  a  talented  graduate  into  the  particular  niche  where  his  life 
career,  begun  with  good  fortune,  has  continued  with  satisfaction. 


FOOTBALL  TEAM.  1913. 


78 


EXTENSION  SERVICE. 


pjarmanj 


Authorized  by  the  Board  of  Regents,  and  founded  in  1898,  the  department  of  Phar- 
macy had  now  been  in  successful  operation  for  sixteen  years. 

Its  purpose  is  to  afford  opportunities  for  the  students  of  Oregon  to  obtain  a  thorough 
technical  education,  qualifying  them  for  a  life  profession  of  pharmacy.  Providing 
such  opportunities,  it  is  assumed,  will  result  beneficially  for  the  people  of  the  state; 
first,  by  helping  to  satisfy  the  worthy  ambition  of  Oregon  youths  for  a  life  of  efficient 
service;  second,  by  insuring  the  communities  of  the  State  against  the  dangers  of  ill- 
trained  and  incompetent  pharmacists. 

There  is  always  a  demand  for  well  trained  men  in  pharmacy  and  its  many  allied 
fields,  and  it  may  safely  be  said  that  the  opportunities  were  never  more  numerous  or 
better  than  at  present. 

The  department  is  constantly  receiving  inquiries  for  technically  trained  men  for 
service  not  only  in  all  lines  of  pharmaceutical  work,  but  in  those  of  the  various  sciences 
upon  which  professional  pharmacy  is  founded. 

A  young  man  thoroughly  trained  in  modern  professional  pharmacy  finds  open  to 
him  such  positions  as  proprietor,  manager,  or  prescription  clerk  of  drug  stores,  as 
chemist  or  department  manager  in  large  pharmaceutical  plants,  as  pharmacist  in 
the  army  or  navy,  or  in  state,  municipal,  or  private  hospitals,  as  food  and  drug  experts 
in  government  laboratories,  as  chemist  and  bacteriologist  in  state  and  municipal 
public  health  departments,  as  chemist  for  importing  jobbers  of  drugs  and  groceries, 
and  as  teacher  in  schools  of  medicine  and  pharmacy. 

That  the  public  is  beginning  to  appreciate  the  importance  of  skilled  pharmaceuti- 
cal service,  is  evidenced  by  the  progress  of  legislation  respecting  the  qualifications  of 
persons  entering  the  practice  of  the  profession.  In  a  number  of  states  it  has  become 
necessary,  in  order  to  be  eligible  for  the  registration  examination  directed  by  the  State 
Board  of  Pharmacy,  for  the  candidate  to  possess  a  diploma  from  a  recognized  college 
of  pharmacy.     A  law  of  this  character  has  recently  been  enacted  in  Oregon. 

A  large  faculty  of  experienced  men,  each  individual  a  trained  expert  in  his  line, 
buildings  of  modern  construction  and  of  a  design  suited  to  the  purpose,  equipment 
so  complete  that  it  would  be  difficult  to  suggest  an  addition — these  are  the  conditions 
which  environ  the  student  and  which  are  conducive  to  work  of  a  high  order. 


A  GROUP  OF  COLLEGE  ATHLETES. 


PHARMACY 


Art  anb  ArdjttPrture 


Good  mental  and  manual  training  under  the  inspiration  of  the  life-career  motive, 
directed  toward  ahnost  any  trade,  is  better  preparation  for  any  other  than  is  an  aimless 
and  uninterested  dabbling  in  a  general  course  that  points  nowhere.  In  the  mobile 
social  and  industrial  life  of  America,  even  an  unwise  early  selection  is  not  a  very  serious 
matter,  and  the  early-choice  mistakes  of  the  few  will  work  less  damage  in  the  long  run 
than  the  postponed-choice  mistakes  of  the  many.— J.  Adams  Puffer,  in  Vocational 
Guidance. 

Art 

If  one  is  to  attain  the  fullness  of  life  he  must  be  able  to  appreciate  art. 

Art  Education  in  the  Oregon  Agricultural  College  does  not  mean  the  training  of 
artists,  nor  does  it  mean  simply  the  pursuance  of  courses  in  drawing.  It  means  a 
knowledge  of  such  art  principles  as  will  give  students  a  better  appreciation  of  the  good 
work  of  all  ages,  a  love  of  the  beautiful  in  nature,  and  a  fuller  understanding  of  art  in 
its  relations  to  their  own  everyday  life. 

For  Architectural  Students,  courses  in  drawing,  pencil  and  pen  rendering,  water 
color  rendering,  composition  and  historic  ornament  are  required.  Advanced  pencil 
and  water  color  rendering  are  electives.  For  Industrial  Arts  Students,  courses  in 
drawing,  working  drawings,  composition,  design  and  color  are  required,  while  metal 
work  and  pottery  are  electives.  The  art  work  offered  in  connection  with  the  Domestic 
Science  and  Art  courses,  covers  work  in  representation,  design  and  color,  worked  out 
by  concrete  problems  to  develop  the  principles  and  show  their  practical  application 
to  home  needs.  It  aims  to  develop  an  appreciation  for  finer  things,  and  open  a  world 
of  beauty  and  refinement,  that  only  familiarity  with  the  best  the  world  has,  can  bring 
about.  The  connection  between  art  and  the  civic  and  commercial  world  is  kept  in 
mind,  and  toward  the  end  of  the  course,  electives  in  the  various  branches  of  applied 
design  are  offered. 

In  the  field  of  art  the  following  professions  and  trades  are  open  to  both  men  and 
women — architecture,  teaching,  supervising,  interior  decorating,  designing,  and 
drafting. 

Architecture. 

Architecture  has  aptly  been  called  an  applied  fine  art.  The  course  in  Architecture 
is  planned  for  the  purpose  of  training  the  student  ultimately  to  do  practical  work  in 
the  design  and  construction  of  buildings.  In  order  to  permit  him  to  follow  the  trend 
of  his  natural  ability  in  this  line,  the  course  is  divided  at  the  end  of  the  Junior  year  into 
two  branches,  the  one  taking  up  architectural  design  and  the  other  architectural 
engineering. 

In  order  to  meet  the  demands  of  the  day  upon  the  practical  architect,  rural  and 
domestic  architecture  receive  a  large  amount  of  attention,  and  problems  in  the  design- 
ing of  residences,  schools,  and  churches  occupy  the  student's  attention.  Country 
homes  and  large  establishments  are  also  considered.  Throughout  the  course,  however, 
the  principles  of  design  and  construction  and  the  art  of  expression  are  the  essentials 
which  the  student  is  made  to  grasp. 

Upon  the  student's  graduation,  his  natural  ambition  is  to  practice  architecture 
as  a  profession,  but  many  are  especially  talented  for  certain  allied  subjects.  There 
is  a  constant  demand  for  architectural  draftsmen  and  superintendents,  and  to  accept 
such  a  position  is  probably  the  most  satisfactory  step  towards  a  practice  in  architecture. 
The  contracting  business,  in  any  one  of  its  many  phases,  also  offers  great  possibilities 
on  the  Pacific  Coast. 

82 


ART 


pt£0trs 


The  department  of  Physics,  like  that  of  Chemistry,  is  one  of  the  service  departments 
of  the  College,  providing  such  work  as  is  necessary  for  the  upbuilding  of  the  professional 
and  vocational  schools. 

The  courses  offered,  besides  the  principles  of  general  physics,  are  such  as 
engineering  physics;  household  physics,  for  students  of  Home  Economics;  electricity 
and  magnetism;  heat  and  light;  illumination;  and  wireless  telegraphy. 

Still  it  is  as  true  as  ever,  first,  that  all  science  involves  a  knowledge  of  fundamental 
and  essential  principles,  and  that  the  man  who  is  not  trained  and  habituated  in  these 
will  be  a  mere  dabster  and  empiric,  even  in  the  method  of  the  special  science  which  he 
has  chosen. — E.  E.  Hale. 

It  is  certain  that  our  system  attempts  to  keep  open  the  lines  of  promotion,  which 
he  systems  of  the  Old  World  generally  try  to  close. — E.  E.  Hale. 


CLASS  IN  ARCHITECTURE. 


84 


PHYSIC* 


(EljemtHtrg 


The  department  of  Chemistry  is  primarily  a  service  department.  It  furnishes  the 
basic  science  training  for  the  distinctly  vocational  courses.  It  serves  the  School  of 
Agriculture,  for  instance,  by  offering  courses  in  soil  chemistry,  in  analyzing  cereals, 
fertilizers,  waters,  etc. ;  the  department  of  Dairying,  by  analyzing  cattle  foods  and  dairy 
products;  the  department  of  Pharmacy,  by  analyzing  drugs,  by  chemical  examination 
of  alkaloids,  etc.,  and  by  instruction  in  physiological  chemistry;  the  School  of  Home 
Economics,  by  courses  in  the  chemistry  of  foods  and  textiles;  the  School  of  Mines,  by 
various  courses  in  quantitative  analysis  involving  rocks,  metals,  and  ores;  the  School  of 
Engineering,  by  courses  in  analysis  of  coal,  gas,  oil,  cement,  asphalt,  etc.,  courses  in  the 
chemistry  of  water,  and  courses  in  electro  chemistry;  and  the  School  of  Commerce, 
by  industrial  chemistry  involving  a  practical  study  of  the  chemical  processes  involved 
in  the  production  of  such  commodities  as  iron,  steel,  copper,  and  other  metals,  as  well 
as  soaps,  lyes,  paints  and  the  like. 

In  the  research  laboratories  of  the  Station  Chemist,  investigations  are  constantly 
carried  on  with  a  view  to  throw  fresh  light  on  important  scientific  and  industrial  prob- 
lems. Recent  investigations  have  evolved  new  and  more  scientifically  accurate  meth- 
ods of  determing  the  chemical  content  of  hops,  and  have  led  to  the  detection  of  the 
injurious  elements  and  chemical  activities  of  lime  sulfur  spray.  In  addition  to  this 
type  of  research  work,  the  Chemist's  laboratories  are  regularly  employed  in  routine  work 
of  examination  and  analysis  for  the  benefit  of  the  citizens  of  the  state. 


EDITORS  OF  THE  STUDENT  BAROMETER 


80 


CHEMISTRY. 


Slttimatrial  Ifebagngy 


It  is  the  concrete-minded,  motor-minded  pupils  who  are  dropping  out  before  the 
end  of  the  eighth  grade  because  they  find  themselves  led  nowhere  that  they  want  to  go, 
and  are  being  prepared  for  everything  in  general,  but  for  nothing  in  particular. — J. 
Adams  Puffer,  in  Vocational  Guidance. 

Pupils  who  have  a  definite  aim  {vocational)  actually  do  a  much  higher  grade  of 
work  than  those  who  are  drifting  along  the  path  of  least  resistance. — Jesse  B.  Davis, 
Principal,  Grand  Rapids,  Mich.,  High  School. 

Even  apart  from  the  question  of  industrial  efficiency,  what  shall  we  say  of  the 
preparation  for  citizenship  of  a  school  system  that  allows  half  its  personnel  to  fall  by 
the  wayside  before  it  finishes  even  its  elementary  work. — J.  Adams  Puffer,  in  Vocational 
Guidance. 

Industrial  Arts 

Industrial  Arts,  a  new  course  leading  to  the  degree  of  Bachelor  of  Science,  of  the 
same  general  standard  as  all  other  B.  S.  courses,  has  been  established  at  the  College 
in  order  that  young  men,  aspiring  to  teach  and  to  supervise  manual  training  in  the 
public  schools,  may  receive  instruction  placing  them  on  a  par  with  high  school  teachers 
in  other  branches.  The  supervision  of  industrial  instruction  in  the  elementary  schools 
is  of  even  greater  importance  to  the  industries  of  life  than  the  direction  of  other  subjects, 
long  established  in  their  methods.  Youths  who  undertake  this  work,  should  not  only 
be  thoroughly  versed  in  the  history  of  the  industries  and  their  relation  to  economic, 
social,  and  political  life,  but  should  have  a  genuine  conviction  of  the  importance  and 
dignity  of  their  contribution  to  human  progress. 

It  will  be  the  duty  of  such  youths  to  help  satisfy  the  increasing  demand  of  the 
Oregon  schools  for  a  more  extended  and  skillfully  directed  training  in  the  manual 
arts;  for  the  boys,  instruction  in  woodworking,  metals,  and  machine  shop,  and  voca- 
tional guidance  in  the  grades;  for  the  girls,  several  phases  of  home  economics.  Such 
work  partakes  of  the  constructive  character  of  community  building,  and  demands  a 
sterling  personality.  The  call  for  such  personalities,  strengthened  by  scientific 
training,  is  going  up  from  scores  of  communities  throughout  the  state,  and  the  College 
is  striving  to  answer  the  call. 

Industrial  Pedagogy 

Industrial  Pedagogy  includes  courses  planned  to  fit  teachers  for  instruction  and 
supervision  in  special  subjects  in  the  public  schools.  These  are  Agriculture,  Home 
Economics,  and  Commerce,  together  with  Manual  Training — already  treated  under 
Industrial  Arts. 

The  purpose  of  this  work  is  to  provide  that  essential  factor  without  which  the  in- 
dustrial movement  in  the  public  schools  is  sure  to  be  fatally  misinterpreted  and  mis- 
understood; namely  the  teacher.  No  amount  of  material  equipment,  however  elab- 
orate or  costly,  can  give  scientific  and  educational  significance  to  the  newer  education. 
This  must  be  done  by  the  trained  mind,  the  energizing  personality,  and  the  devoted 
zeal  of  the  teacher.  Capable  youths,  men  or  women,  educated  in  the  midst  of  an  in- 
dustrial environment  as  ennobling  as  that  which  prevails  at  the  State's  industrial  and 
mechanical  college,  ought  surely  to  possess  these  qualities. 

88 


ENTRANCE  TO  AGRICULTURAL  HALL 


iEttgltalj 


The  specialist  who  has  not  laid  a  generous  foundation  for  his  art  cannot  explain 
it  to  another;  cannot  wisely  conduct  the  experiments  for  advancing  it:  he  can  only  repeat 
the  processes  to  which  he  hi?7iself  is  bred. — E.  E.  Hale. 

Certain  departments  of  the  College,  though  they  offer  no  special  degree,  and  lead 
directly  to  no  specific  profession  or  industry,  are  nevertheless  of  fundamental  import- 
ance to  the  success  of  all  training  in  the  degree  courses.  Such  a  department  is  that  of 
English,  which  affords  instruction  absolutely  indispensable  to  efficiency  in  any  vocation 
that  partakes  of  the  dignity  of  the  professions.  As  inevitable  as  the  law  of  the  Medes 
and  the  Persians,  is  the  fact  that  permanent  success  among  people  of  capacity  and  cul- 
ture cannot  be  attained  without  an  accurate  and  dynamic  use  of  the  mother  tongue. 
Any  scheme  of  industrial  training  which  fails  to  take  account  of  this  reality,  is  destined, 
sooner  or  later,  to  a  tragic  awakening.  The  arch  enemies  of  the  agricultural  and  in- 
dustrial movement,  if  there  are  any,  could  devise  no  more  subtle  means  for  its  over- 
throw than  by  the  elimination  of  a  vital  training  in  English. 

At  the  Oregon  Agricultural  College  the  training  in  English  is  organized  into  a 
single  comprehensive  department,  which  includes  instruction  in  the  English  language 
and  literature;  in  rhetoric  and  composition;  in  argumentation,  public  speaking,  and 
debating,  and  in  literary  interpretation,  and  dramatics.  The  work  is  directed  by  a 
corps  of  instructors  whose  scholarship,  experience,  and  artistic  talent  command  im- 
plicit confidence  and  respect,  and  whose  enthusiasm  and  loving  spirit  of  service,  en- 
dear them  to  their  students. 

In  the  collegiate  courses  in  English,  particularly  in  public  speaking,  the  training 
is  correlated  with  that  offered  in  the  vocational  departments,  in  order  to  bring  it  into 
harmony  with  the  industrial  and  technical  spirit  of  the  institution. 


IGtbrarg 


Let  a  man  be  sure  that  whatever  advantages  he  has  gained  in  boyhood  anywhere 
be  steadily  improved  upon. — E.  E.  Hale. 

Though  lacking  that  characteristic  of  magnificent  housing  which  is  commonly 
associated  with  libraries  in  these  latter  days  of  lavish  private  donations  for  public 
benefit,  the  College  library  is  no  mean  element  in  the  working  efficiency  of  a  large 
industrial  plant  like  O.  A.  C.  An  establishment  with  24,000  books,  5,000  bound  reports, 
over  32,000  bulletins  and  pamphlets,  and  500  regular  periodicals,  catalogued  and  readily 
accessible,  the  College  library  is  one  of  the  dynamic  centers  of  intellectual  energy  on 
the  campus.  In  addition  to  the  central  library,  in  Administration  Hall,  with  its  refer- 
ence facilities,  reading  room,  periodical  rooms,  and  card  index  facilities,  department 
libraries,  devoted  to  special  literature,  are  distributed  throughout  the  institution, 
where  they  are  handled,  under  the  direction  of  the  department  head,  for  the  more 
immediate  benefit  of  students  and  instructors  pursuing  special  studies. 

A  liberal  system  of  administration,  involving  "open  shelves,"  both  day  and  evening 
service  in  the  reading  room,  liberal  loan  privileges,  and  the  most  efficient  and  obliging 
methods  of  giving  assistance,  together  with  such  service  as  a  periodical  bulletin  of 
new  books,  makes  the  library  service  one  of  the  helpful  and  satisfying  agencies  for  gaining 
an  education  at  the  College.  The  library,  in  short,  is  more  than  a  store-house  of 
information,  it  is  the  power-house  of  the  intellectual  life  of  the  community. 

90 


-  *£« 

■■-.■«       (  .»    tup 

■il_ 

-JkILJL 

^  ■*'■*--*  .  •  -  •  • .  ■  ^H 

Mm.  _ zljl^ 

••• 


FRONT  OF  ADMINISTRATION  HALL. 


ifcljpmattra 


In  any  technical  institution  mathematics  is  one  of  the  basic  sciences.  It  forms 
the  foundation  for  all  progress  in  the  technical  phases  of  engineering.  It  is  an  essential 
to  efficient  work  in  all  such  sciences  as  chemistry,  physics,  and  geology.  It  is  the 
indispensable  factor  in  accurate  construction  and  scientific  pattern  making.  It  is  the 
hand  maid  of  commerce,  and  the  sine  qua  non  of  architecture. 

No  emphasis  is  necessary,  therefore,  to  indicate  that  mathematics  at  the  Oregon 
Agricultural  College  is  handled  with  breadth  and  decisive  skill.  The  realization  that 
distress  and  shipwreck  often  lie  in  wait  for  the  student  of  engineering  or  farm  manage- 
ment who  gets  past  mathematics  with  only  a  vague  acquaintance  with  its  forms, 
prompts  the  department  to  a  vigilance  and  thoroughness  that  insures  to  its  students 
a  working  mastery  of  the  fields  that  are  covered. 


Iftsionj 


History  is  another  department  of  the  College  which  offers  no  degree  and  leads 
directly  to  no  special  vocation,  but  which  affords  instruction  essential  to  the 
degree  courses.  Aside  from  the  fundamental  courses  in  general  history,  special 
courses  bearing  upon  the  development  of  the  industries,  commerce,  and  institutions 
are  germane  to  a  land  grant  college.  Constitutional  and  political  history,  because 
of  their  direct  bearing  upon  the  evolution  of  citizenship,  are  particularly  necessary. 
The  history  of  Oregon,  a  heritage  which  all  the  sons  and  daughters  of  a  magnificent 
commonwealth  are  of  right  entitled  to,  is  a  significant  element  of  the  department's 
curriculum. 


iffloforn  IGatujuagPB 


Science,  like  music,  is  the  universal  language.  It  knows  no  bounds  of  continents 
or  nationalities.  Its  devotees  toil  under  all  skies  and  in  all  climates,  expressing  them- 
selves in  deeds  that  all  can  understand.  But  when  their  demonstrations  become 
matters  for  record,  they  must  employ  the  language  of  a  certain  people,  usually  their 
mother  tongue.  Those  that  aspire  to  a  universal  hearing,  prepare  for  this  broad  task 
by  mastering  the  leading  modern  languages.  Even  those  scientists  who  are  ambitious 
to  keep  abreast  of  the  newest  researches  in  any  phase  of  scientific  study,  are  zealous 
to  secure  a  reading  knowledge  of  the  chief  modern  languages,  French  and  German 
especially.  Aspirants  for  superior  degrees  in  most  of  the  leading  colleges  of  the  country 
are  required  to  know  German  or  French.  Hence  there  is  a  general  demand  in  the  land 
grant  colleges  for  courses  in  the  modern  languages  that  can  satisfy  these  peculiar 
needs.  There  is  a  further  demand,  of  course,  less  pertinent  perhaps  to  agricultural 
and  industrial  colleges,  made  by  those  liberal  minded  students  who  are  seeking  a  broad 
basis  for  their  scholarship,  who  desire  to  know  as  intimately  as  possible  the  national 
ideals  of  the  leading  modern  nations,  colored  with  the  individuality  of  that  nation's 
language.  There  are  still  others,  who  appreciate  the  fact  that  one  of  the  surest  ways 
to  master  the  mother  tongue  is  to  use  it  as  a  tool  in  gaining  control  of  another  language. 

The  Agricultural  College,  in  its  department  of  modern  languages,  offers  courses  of 
three  years,  in  French,  German,  and  Spanish  respectively.  Since  the  end  in  view  is 
chiefly  for  the  practical  use  of  the  various  pursuits  of  life,  the  methods  of  teaching  are 
thoroughly  practical,  combining  all  the  theory  necessary,  with  all  the  practice  possible. 

92 


ENTRANCE  TO  THE  MINES  BUILDING 


Mum 


It  is  not  simply  the  training  of  the  voice  to  speak;  it  is  not  simply  the  training  of 
the  eye  to  see;  far  less  is  it  the  training  of  the  fingers  of  the  hand  to  this  service  or  that 
toil.     It  is  that  we  may  come  unto  a  perfect  man. — E.  E.  Hale. 

The  School  of  Music  is  a  self-supporting  institution,  which  has  existed  for  many 
years  at  the  College,  lending  its  humanizing  influence  to  enrich  the  severely  technical 
interests  that  dominate  the  place.  It  is  the  verdurous  ivy  that  beautifies  the  granite 
wall,  the  luminous  flower  that  blossoms  on  the  live  wire  of  industrial  energy. 

In  return  for  the  accommodation  afforded  by  the  use  of  several  rooms  for  studio 
purposes,  the  leaders  in  the  School  of  Music  give  their  services  to  the  College  in  the 
training  of  her  excellent  Glee  and  Madrigal  Clubs,  in  the  presentation  of  artistic  musical 
entertainment  as  a  feature  of  all  festival  occasions  of  an  official  or  ceremonial  character, 
and  in  student  recitals  open  to  all  members  of  the  College  community. 

In  addition,  it  offers  to  all  students,  for  a  reasonable  professional  fee,  expert  instruc- 
tion in  voice,  piano,  violin,  mandolin,  and  guitar.  It  also  gives  band  and  orchestra 
instruction,  maintaining,  in  the  Cadet  Band  and  the  O.  A.  C.  Orchestra,  organizations 
of  which  the  College  is  justly  proud. 

The  leaders  of  the  musical  faculty,  moreover,  are  active  directors  of  the  important 
musical  organizations  of  the  city,  thus  giving  to  the  entire  College  community  musical 
culture  of  a  broad  and  inspiring  character. 

Thus,  in  various  ways,  the  School  of  Music  serves  the  people  of  the  community 
and  the  state,  enlarging  their  enjoyment  and  appreciation  of  good  music,  on  the  one 
hand,  and  on  the  other  hand  uplifting  their  musical  accomplishments.  The  members 
of  its  faculty  are  musical  performers  of  artistic  attainments,  trained  under  the  personal 
direction  of  some  of  the  masters  of  the  age. 


94 


O.  A.  C.  QUARTETTE 


COLLEGE  GLEE  CLUB. 


MADRIGAL  CLUB. 


95 


ENTRANCE  TO  THE  ARMORY 


I 


3  0112  105896135 


COLLEGE  BULLETIN 
ISSUED  MONTHLY 
NO.  ONE  HUNDRED 
FIFTY,     JUNE,     1914 


ENTERED  AS  SECOND  CLASS  MATTER 
NOVEMBER  27,  1909.  AT  THE  POST- 
OFFICE  AT  CORVALLIS,  OREGON. 
UNDER    THE    ACT    OF    JULY     16.     1894 


